LIBRARY  OF  ,'RINCETON 

AUG  2  1  ?00l 

THEOIOG'CAL  SEfv, -• 

BV  1475.8  .S35  1906 
Schmauk,  Theodore  Emmanuel, 

1860-1920. 
The  Christian  Kindergarten 


The 
Christian  Kindergarten 


Theodore  E,  Schmauk 


-::YU?   i^r^tNCETON 


.:3   1  6  2000 


[OLOGICAL  SEMtNABY 


The 
Christian  Kindergarten 


SKETCHES 

Historical  and  Practical 


lYOF 


pm^ 


FOR  THE  EDUCATIONAL  WORK 
OF  THE  LUTHERAN  CHURCH  IN  AMERICA 


M4r    10  2000 


By 
THEODORE  E.  SCHMAUK 


CHAIRMAN  OF  THE  SUNDAY  SCHOOL  WORK  COMMITTEE  OF  THE  GENERAL 

COUNCIL,    AND   CHAIRMAN    OF   THE   COMMITTEE   ON    CHRISTIAN 

KINDERGARTEN  OF  THE  M1NI8TERIUM  OF  PENNSYLVANIA 


Philadelphia 

General  Council  Publication  House 

1906 


TO    MY    MOTHER 


'Now  I  lay  me  down  to  sleep, 
I  pray  the  Lord  my  soul  to  keep, 
If  I  should  die  before  I  wake, 
I  pray  the  Lord  my  soul  to  take. 


CONTENTS 


1.  The   Origin  of   the  Christian   Kindergarten,    and  the   Early 

Books  on  the  Subject   8 

2.  Celebrated  Christian  Kindergartners    8 

Lonise   Sheppler. 

Pastor  Oberlln. 

Mother  Jolberg. 

Countess  Theresa  Brunswick. 

3.  The  Work  and  Plan  of  Theodore  Fliedner  at  Kaiserswerth. .     14 

4.  The   Great   German    Normal   Schools   for  Training   Christian 

Kindergartners     21 

5.  The   Extent  of   the   Work   in  Germany    29 

6.  Johannes  Huebener   and   His   Book   on   the   Christian   Little 

Children's    Sch»ol     30 

7.  The  Text  Book  of  Ranke    35 

8.  How     to     Conduct      a     Christian     Kindergarten — Practical 

Directions    38 

9.  The  Story   of  Public  Kindergartens  in  the  United  States. .     44 

10.  An    Original    Christian    Kindergarten    in    the    Mountains    of 

Pennsylvania    47 

11.  A  Christian  Kindergarten  and  Parish  School  in  Kentucky..     49 


12.  The  Ministerium  of  Pennsylvania  on  Christian  Kindergartens     53 

13.  The  Plan'of  the  Kindergarten  at  the  Mary  J.  Drexel  Home    55 

14.  The   Plan  and   Order  of   Lessons  of  Miss  Cooper's  Kinder- 

garten at  AUentown    57 

15.  The    Order    of    Lessons    in    St.    Luke's    Christian    Kinder- 

garten,   Philadelphia    62 

16.  Some  Practical  Questions  Answered  by   the  Pastor  of  St. 

Luke's  and  Miss  Martha  Weiskotten  63 


THE 
CHRISTIAN  KINDERGARTEN 

The  Origin. 

Let  us  take  a  very  swift  look  at  the  Christian  Kin- 
dergarten in  Germany  from  the  springing  of  the  first 
tiny  rill,  down  to  the  broad  stream  of  schools  for  little 
children.  In  1779  Pastor  Oberlin  opened  his  asylum 
in  Waldbach  in  Steinthal,  in  which  Luise  Scheppler 
took  charge  of  the  children.  This  was  the  starting 
point.  Further  impetus  was  given  by  Pestalozzi, 
through  his  Leonard  and  Gertrude.  Then  the  care- 
taking  institutions  arose  in  Detmold,  through  the 
agency  of  the  Princess  Pauline  in  1802 ;  and  in  Ber- 
lin in  1819  through  the  influence  of  Professor  Wad- 
zeck. 

These  care-taking  institutions,  which  were  not  to 
be  called  little  children's  institutions,  gained  the  in- 
fluence of  many  noted  pedagogues  such  as  Nie- 
meyer,  Schwartz  and  Diesterweg.  Little  Children's 
Schools  arose  in  Wuertemberg,  in  Baden,  and  in 
many  German  cities.  In  Nassau  they  were  called 
play  schools.  Later,  in  1835,  Fliedner  founded  his 
first  Little  Children's  School  at  Diisseldorf,  and  in 
1836  he  opened  his  celebrated  institution  for  the 
training  of  care-takers  for  the  little  children  at 
3 


Kaiserswcrth.    The  same  was  done  in  Darmstadt  by 
Dr.  Folsing  in  1843  and  1847. 

Meantime  Froebel  *  had  founded  a  training  insti- 
tution as  early  as  1817,  at  Keilhau.  In  1840  he 
founded  the  first  Kindergarten  in  Thuringia.  He 
found  followers  in  W.  Lange,  T.  H.  Hoffmann,  K. 
Schmidt,  Kiihler,  Bertha  von  Marenholtz-Biilow ; 
and  also  raised  up  many  critics,  who  declared  that 
the  Kindergarten  caused  children  to  be  "played  out," 
unnatural,  and  irreligious.  Froebel  died  just  at  the 
close  of  the  period  under  our  consideration,  in  1851. 

WORKS   THAT   INFLUENCED   GERMANY   DURING   THE    FIRST 
HALF   OF    THE   NINETEENTH    CENTURY. 

1.     Wolke.    The  doctrine  of  Education,  1805. 

Wolke,  who  had  acquired  an  education  under  dif- 
ficulties while  a  boy,  became  a  German  teacher  and 
a  noted  professor  of  languages,  and  already  in  1770 
desired  to  found  an  educational  institution.  He  was 
brought  into  contact  with  the  notorious  Basedow,  a 
celebrated  exponent  of  the  rationalistic  period  of 
illumination,  of  whom  even  Herder  is  reported  to 
have  said,  "I  would  not  like  to  give  him  any  calves 
to  educate;  much  less  human  beings."  Wolke  was 
a  prolific  writer.  The  book  noted  above  deals  with 
hodily,  mental  and  moral  education. 


*For  the  difference  between  Froebel's  Kindergarten  and  the 
Christian  Kindergarten,  see  Goedel:  What  is  the  Christian  Kinder- 
garten? 

4 


2.  Hergang.  Play-school  for  cultivating  the  Five 
Senses  for  Little  Children,  1806. 

3.  Wilderspin.  A  Translation  of  this  writer's 
celebrated  work,  by  Wertheimer,  published  in  Vi- 
enna, 1828. 

4.  Giovani.  Theoretico-practical  Guide  for 
Teachers  in  Institutions  Taking  Care  of  Little  Chil- 
dren.   Vienna,  1832. 

5.  Diesterweg,  J.  A.  W.  The  Instruction  in  the 
Little  Children's  School.     Crefeld,  1838. 

Adolph  Diesterweg  was  a  noted  and  influential 
rationalistic  humanist,  who  followed  the  ideas  of 
Pestalozzi,  and  who  in  his  teachings,  writings,  and 
in  the  training  of  teachers,  exercised  a  very  decided 
and  powerful  influence  in  Germany  from  1818,  when 
he  was  at  Elberfeld,  to  1847,  when  he  resigned  the 
institution  which  he  had  founded  in  Berlin  by  order 
of  the  King,  in  1832,  for  the  training  of  teachers, 
which  had  become  a  model  school  for  all  Berlin. 
Diesterweg  insisted  on  the  cardinal  virtues  of  good 
discipline,  diligence,  love  of  order,  etc.  In  1821  he 
wrote  his  first  pedagogical  work  on  "Education  in 
General,  and  School  Education  in  Particular."  In 
1832  he  wrote  "A  Guide  for  German  Teachers."  In 
1846,  "Pestalozzi,  a  Word  for  Children  and  their 
Parents."  In  1851  he  founded  his  "Pedagogical 
Year  Book."  He  died  in  1866. 
5 


6.  Wirth,  J.  8.  On  Institutions  Taking  Care  of 
Little  Children.  Guidance  for  the  establishing  of 
such  Institutions,  as  well  as  for  Dealing  With  the 
Teaching  Matters  Arising  There.     Augsburg,  1839. 

7.  BurTchard,  W.  His  "Oberlin's  Complete  Bi- 
ography and  Collected  Writings,"  1843,  need  also 
bo  mentioned'. 

8.  Foelsing.  Training  materials  for  Families  and 
Little  Children's  Institutions,  1846. 

9.  Foelsing  and  BurTchard.  Little  Children's 
Schools,  How  They  Are,  and  How  They  Ought  to  Be. 
1848. 

10.  Foelsing.  The  Training  of  Men,  or  Training 
and  Developing  Childhood  in  Its  Earliest  Years  by 
Natural  Methods,  1850. 

Foelsing,  in  1843,  founded  a  Christian  Kinder- 
garten in  Darmstadt  for  children  of  higher  birth.  He 
was  a  master  in  discipline,  and  his  advice  was  early 
sought  for  on  all  sides.  He  finally  established  a 
"pedagogical  circlet."  This  led  to  his  Teacher's 
Seminary,  w'hich  was  established  in  1847,  and  which 
continued  until  his  death,  in  1882,  but  since  then 
has  gone  into  decay.  Up  to  1860  he  had  prepared  a 
hundred  female  teachers  and  his  institution  in  all 
sent  forth  about  six  hundred  of  these  teachers.  These 
young  girls  had  come  to  him  at  Darmstadt  from 
Zurich,  Luzerne,  Elberfeld  and  many  other  places. 
6 


Three  of  his  graduates  were  teaching  in  London  as 
late  as  fifteen  or  eighteen  years  ago.  His  methods 
spread  to  England,  Kussia  and  Africa,  The  children 
in  schools  carried  on  under  his  direction  were  noted 
for  their  simple,  child^like  ways  and  trust  and  con- 
fidence. He  visited  many  newly-established  schools, 
and  reported  on  the  same  in  his  "Christian  Little 
Children's  School."  He  also  published,  as  noted 
above,  a  valuable  pamphlet  entitled  "Erziehungs 
Stoffe,"  a  larger  work,  "Die  Menschen  Erziehung," 
and,  in  1880,  as  one  of  the  last  results  of  his  long 
and  useful  life,  he  published  the  particularly  valu- 
able "Blossoms  and  Fruits  of  Little  Children's 
Schools  after  an  Existence  of  a  Hundred'  Years.  A 
Handbook  for  Families  and  Little  Children's 
Schools."  From  1850  to  1854  he  published  a  paper 
under  the  name  o  f  "Erziehungsblaetter."  From 
1854  to  1858  he  termed  this  paper  "Elternhaus  und 
Kleinkinderschule."  Shortly  before  his  death,  he 
published  a  few  brochures  under  the  title,  "Thorns 
Amid  the  Blossoms  and  Fruits  of  Little  Children's 
Schools."  He  here  touched  on  the  resemblances  and 
differences  between  the  ordinary  Kjndergarten  and 
the  Christian  Little  Children's  Schools. 

We  have  taken  a  hasty  survey  of  the  first  half  of 
the  Nineteenth  Century  in  Germany,  in  this  matter 
of  training  very  little  children.     From  the  middle 
7 


of  the  century  on,  tlie  stream  divides  more  clearly 
into  two  great  currents,  viz.,  really  Christian  insti- 
tutions, and  the  non-Christian  and  rationalistic 
Froebel  Kindergarten. 

But  Germany  is  not  the  only  country  to  be  heard 
from  on  this  subject  in  earlier  days.  There  were 
other  lands  pioneering  in  this  field  earlier,  on  the 
whole,  than  Germany.  This  is  notably  true  of  Eng- 
land. 


Celebrated  Christian  Kindergartners. 

A  few  words  on  the  first  Christian  Kindergartner, 
Luise  Sheppler,  the  simple  and  pious  farmer  girl  of 
Steinthal.  She  was  bom  in  1763,  and  died  in  1837. 
For  58  years  she  gave  the  world  its  first  example  of 
a  Christian  Kindergarten,  and  in  1829,  on  motion 
of  Baron  Cuvier,  was  voted  the  prize  of  the  Paris 
Academy. 

It  will  be  noted  that  our  Lutheran  Luise,  in  her 
little  home  in  Waldbach,  in  the  French-German  Al- 
sace, antedated  Froebel,  commonly  looked  up  to  as 
the  founder  of  little  children's  gardens.  The  fact  is,, 
on  the  day  when  Froebel  was  born,  Luise  was  already 
at  work  with  her  little  children.  For  Froebel  was 
not  bom  until  1782,  and  he  did  not  teach  until  1805, 
when  he  entered  a  model  school  at  Frankfort-on-the- 
Main.  Later  he  entered  Pestalozzi's  institution,  at 
8 


Yverdon.  It  was  not  until  1817  that  he  established 
a  school  of  his  own,  and  it  was  not  Tintil  1837  that 
he  opened  his  celebrated  Kindergartens  at  Blanken- 
burg,  which  languished  for  want  of  funds;  and  ulti- 
mately was  given  up.  Some  day,  if  space  permit,  we 
shall  have  more  to  say  of  our  Luise. 

The  next  character  to  be  taken  up  here  is  the 
celebrated  Pastor  Oberlin,  "the  papa  and  pastor"  of 
Luise.  What  Oberlin  did,  may  be  summed  up  in  a 
few  words  of  his  own,  in  a  letter  of  thanks  to  the 
National  Convention  of  the  French  Republic  in  1794, 
for  their  recognition  of  him  and  his  labors.  He  says : 

"It  is  now  about  twenty-seven  years  since  I  placed 
eight  teachers  in  eight  villages  and  districts.  These 
good  girls  were  instructed  by  my  wife  and  my- 
self. They  taught  their  young  shoots,  by  means  of 
figures  [i.  e.,  shapes  of  men  and  animals]  from  his- 
tory, or  from  the  animal  world.  On  these  I  wrote 
the  names  of  the  objects  in  French  and  in  the  patois, 
together  with  a  short  description.  Mj  teachers  told 
the  little  ones  first  in  ths  patois,  and  then  in  French, 
and  finally  they  asked  the  little  children  for  French 
answers  to  their  French  questions.  In  order  to  em- 
ploy their  hands,  my  girl  teachers  taught  the  chil- 
dren how  to  knit,  something  that  was  still  unknown 
in  that  region  at  that  time. 

"At  the  close  of  this  exercise  they  enjoyed  them- 
9 


selves  with  such  plays  as  exercise  the  body,  and  ren- 
der its  members  supple,  contribute  to  good  health, 
and  through  which  they  learn  to  play  honorably  and 
without  strife. 

"On  fine  days  the  teacher  went  walking  with  the 
children,  when  the  children  plucked  plants,  whose 
names  were  told  them  by  their  leaders.  The  whole  mode 
of  instruction  perfectly  resembled  a  play,  a  continu- 
ous interchange  of  spontaneous  conversation." 

This  was  really  the  beginning  of  Kindergarten 
work.  You  will  note  that  nearly  all  the  essential  ele- 
ments of  the  Kindergarten  are  touched  on  naively 
and  naturally  by  this  pious  Lutheran  pastor  in  1794, 
in  writing  to  the  highest  authorities  in  the  French 
Eepublic.  (At  this  time  Froebel  was  only  twelve 
years  of  age.)  And  you  will  notice  further,  that  in 
1794,  our  modest  Oberlin  tells  us  that  he  had  been 
engaged  in  the  work  with  his  eight  girl  teachers  for 
the  last  twenty-seven  years. 

"We  regret  not  to  be  able  to  go  into  his  life  more 
in  detail. 

1.  Oberlin's  Complete  Biography  and'  Writings, 
issued  by  Hilbert,  Stoeber,  and  others:  gathered  by 
W.  Burckhardt,  four  volumes,  1843. 

2.  J.  F.  Oberlin,  His  Life  and  Activity,  by  F.  W. 
Bodemann. 

10 


3.  Life  of  Oberlin,  by  J.  G.  Schmauk.  (The  first 
American  Life  of  Oberlin.)   Philadelphia,  Pa. 

4.  Men  who  have  Done  Service  for  the  Good  of 
the  People  in  Biographic  Sketches,  first  volume, 
Zwickau,  1864. 

5.  The  Oberlin  Work  in  its  Origin,  Development 
and  Hope.    A  Memorial  by  the  Oberlin  Verein,  1870. 

The  third  biographical  character  to  which  we  may 
allude  is  that  of  the  less  well  known  personage,  Mother 
Jolberg,  who  began  her  work  with  children  in  great 
joy  and  freshness  of  faith,  as  a  widow,  in  1840.  No 
one,  old  or  young,  could  resist  her  charming  person- 
ality. Young  girls  hastened,  in  great  numbers,  to  ap- 
ply to  her  for  training,  and  she  succeeded  in  uniting 
these  ardent,  youthful  disciples  that  came  from  very 
different  social  stations,  in  a  connnon  enthusiasm  for 
her  cause.  Her  young  teachers  she  called'  "Sisters." 
Her  instruction  was  only  an  hour  a  day,  and  only 
once  a  week.  Her  main  idea  was,  not  to  be  a  moth- 
erly teacher  to  them;  but  a  teaching,  loving  and  dis- 
ciplining mother.  The  morning  devotions  she  laid 
great  stress  on,  and  held  two  daily.  She  oared  most 
earnestly  for  the  souls  and  the  spiritual  welfare  of 
these  coming  teachers.  The  movement  of  Froebel 
which,  by  the  middle  of  the  century,  assumed  large 
proportions,  never  touched  her.  With  a  sound,  clear 
11 


comprehension,  she  at  once  saw  that  it  was  animated 
by  an  entirely  different  spirit,  and  that  there  was  no 
sound  Christianity  in  it.  She  was  glad  to  recognize 
the  good  in  Froebel.  But,  not  only  as  a  pupil  of 
Pestalozzi  and  of  Zeller,  but  as  a  result  of  her  long 
experience,  she  came  to  the  conviction  that  a  true 
and  thorough  Christian  spirit  must  be  the  center  of 
all  little  children's  training. 

For  the  life  of  Mother  Jolberg,  see  Brandt,  Miitter 
Jolberg  Griinderin  und  Vorsteherin  des  Mutter- 
hauses  fiir  Kinderpflege  zu  Nonnenweier,  Barmen, 
1871.  See  also,  Jolberg,  Kurze  Anleitung  fiir  Klein- 
kin  derlehrerinnen  . 

Another  character  to  be  glanced  at  is  the  less  well 
known  Countess  Theresa  von  Brunswick,  who  was 
born  at  Presburg  in  Hungary  in  1775.  Theresa  was 
a  great  lover  of  nature,  gathering  stones  and  shells, 
and  always  caring  for  flowers.  She  was  accomplished 
in  all  the  fine  arts,  in  drawing,  singing,  playing  on 
the  organ,  etc.  She  was  particularly  successful  on 
the  piano,  and  it  is  said  that  she  was  Beethoven's 
best  beloved  scholar.  At  the  age  of  seventy  years 
she  played  the  master  pieces  of  Beethoven  with  a, 
freshness  and  warmth  that  showed  how  worthy  was 
the  dedication  of  some  of  them  to  her  which  the 
great  master  had  inscribed  upon  them. 
12 


At  the  age  of  sixteen  years  she  dedicated  herself 
to  the  cause  of  education.  Her  mother  now  became 
a  widow,  and  part  of  her  time  was  spent  in  Hungary, 
and  part  in  Vienna.  She  also  visited  Italy  and  Swit- 
zerland. In  Yverden  she  made  the  acquaintance  of 
Pestalozzi,  and  the  impression  he  left  upon  her  was 
indelible.  Pestalozzi  had  the  highest  hopes  of  her 
future,  and  there  was  an  extended  correspondence 
carried  on  between  them.  The  work  of  caring  for 
children  in  England,  as  described  by  Wilderspin, 
finally  determined  her  to  action.  In  1825  she  placed 
her  plans  before  the  authorities  of  the  land,  but  they 
regarded  them  with  suspicion.  She  then  visited  Eng- 
land in  order  to  study  the  children's  schools  estab- 
lished in  London.  Here  she  saw  the  theory  which 
she  had  learned  from  Pestalozzi  carried  into  actual 
practice.  She  was  deeply  smitten  by  the  earnestness 
and  fidelity  with  which  tlie  work  was  being  carried 
on  in  England,  and  she  opened  her  first  school  on 
June  1,  1828,  under  the  name  of  "AngePs  Garden." 
She  offered  her  own  private  income  to  the  eause.  It 
grew  gradually,  and  by  1836  she  rejoiced  in  having 
been  able  to  establish  an  association  which  then  held 
its  first  convention,  and  whose  purpose  was  to  intro- 
duce the  little  children's  schools  into  the  whole  land. 
The  revolution  of  1848-1849  disturbed  her  work, 
and  swept  much  of  it  away. 
13 


We  should  like  to  take  up  the  varied  activities  of 
Pauline,  Countess  at  Lippe  Detwold,  had  we  time, 
but  we  must  hasten  to  the  great  work  of  Theodore 
Fliedner. 

Fliedner  and  Kaiserswerth. 

Dr.  Theodor  Fliedner,  founder  of  the  deaconess 
work,  was  bom  on  Jan.  21,  1800,  and  died  Oct.  4, 
1864,  in  Kaiserswerth.  He  was  one  of  eight  orphan 
children  brought  up  in  the  dreadful  days  of  the  Na- 
poleonic wars.  After  a  university  education,  he  be- 
came a  teacher  in  Cologne,  and  while  here  was  almost 
forced,  when  22  years  old,  to  take  charge  of  the  little 
congregation  at  Kaiserswerth,  which  was  threatened 
with  financial  ruin.  With  extraordinary  energy  he 
gathered  funds  on  all  hands  to  relieve  his  congrega- 
tion, taking  trips  to  Holland  in  1823,  and  to  England 
in  1824,  for  this  purpose.  At  this  time  he  published 
his  first  writing,  which  was  directed  against  the  for- 
malism of  English  High  Church  liturgies. 

In  1828,  under  influences  derived  from  John 
Howard  and  Elizabeth  Fry,  he  founded  the  first 
German  prison  association,  after  he  had  already 
preached  regularly  in  the  Diisseldorf  prison.  In  the 
interests  of  prison  work  he  traveled  again  to  Hol- 
land, England  and  Scotland;  and  gained  an  insight 
into  the  great  evils  of  social  life. 
14 


It  was  in  the  year  1833,  after  founding  liis  Mag- 
dalen Asylum,  that  he  began  his  first  Little  Chil- 
dren's School  at  Kaiserswerth. 

Two  years  later  he  succeeded  in  having  the  first 
Little  Children's  School  founded  in  Diisseldorf ;  and 
three  years  later,  that  is  in  1836,  he  opened  the  first 
normal  school  for  training  little  children's  teachers. 
Later  on  this  institution  broadened  out  into  a  semi- 
nary to  train  women  teachers  for  elementary  and 
high  schools.  Up  to  1878  this  one  institution  had 
trained  about  fifteen  hundred  teachers. 

Fliedner's  experiences  in  prison  and  asylum  work, 
and  in  his  own  Little  Children's  School  opened  his 
eyes  to  the  great  necessity  of  training  the  right  kind 
of  male  and  female  Christian  workers;  and  of  prop- 
erly placing  them  in  the  work;  and  of  supervising 
them  later  on.  The  thought  grew  more  and  more 
mature  in  his  mind,  that  the  systematic  training  up 
of  Christian  helpers  for  the  poor,  the  sick,  the  chil- 
dren, and  the  imprisoned  ought  be  attempted.  He 
realized  that  the  congregational  deacons  and  dea- 
conesses of  the  New  Testament  furnished  a  model; 
but  it  was  only  with  misgivings  that  he  undertook 
to  set  such  training  on  foot  in  the  small,  almost  en- 
tirely Catholic  town  of  Kaiserswerth. 

On  the  30th  of  May,  1836,  Fliedner  founded  the 
Rhenish  Westphalian  Deaconess  Association,  and  in 
16 


the  same  year,  without  money,  bought  the  largest 
house  in  Kaiserswerth.  By  October  of  that 
year  he  had  installed  a  single  Protestant  young 
woman  into  the  deaconess  office.  Some  other 
probationers  entered  the  institution,  and  already 
in  1838,  Fliedner  was  able  to  place  two  mem- 
bers of  the  Kaiserswerth  Deaconess  House  into 
the  service  of  the  Lutheran  congregation  at  El- 
berfeld.  By  and  by  similar  deaconess  institutions 
grew  up  in  Paris,  in  Strasburg,  in  Switzerland,  in 
Dresden  and  Utrecht.  By  1850  Kaiserswerth  had 
sent  out  29  deaconesses  into  various  institutions  and 
congregations. 

Let  it  be  noted  well,  that  Fliedner,  like  Oberlin, 
when  he  saw  a  great  need  to  be  filled,  started  at  the 
practical  end  first,  and  went  ahead  in  faith.  With- 
out waiting  for  machinery,  for  the  trained  workman, 
for  full  scientific  data  and  investigation  of  the  situ- 
ation, or  for  a  well  equipped  plant,  he  simply  put 
himself  to  work.  He  went  and  did  the  thing.  Thus, 
to  cite  one  illustration  among  many,  he  started  his 
first  Little  Children's  Schools  first,  before  asking  the 
question,  From  whence  shall  the  trained  teachers 
come?  and  then,  later  on,  he  started  his  school  for 
the  training  little   children's  teachers.     He   began 

16 


the  whole  work  in  a  very  humble  way,  with  only  one 
young  woman  as  a  scholar. 

By  1840  Fliedner  had  arranged  a  motherhouse  es- 
tablishment for  his  teaching  sisters,  in  connection 
with  the  deaconess  house,  so  as  to  offer  them  a  con- 
tinuous home  and  a  life  sustenance. 

Thus  the  credit  must  be  given  to  Fliedner  for  hav- 
ing been  the  first  to  undertake  the  systematic  prepa- 
ration of  Christian  young  women,  not  merely  for 
hospital  work,  and  the  service  of  the  sick;  but  es- 
pecially for  work  in  the  Little  Children's  School. 
And  he  seems  also  to  have  been  the  first  one  to  see 
that  many  a  womanly  personality  who  would  joy- 
ously devote  and  educate  herself  to  the  work  of  the 
Lord,  might  possess  the  very  qualities  needed  for 
sei*vice  to  little  children ;  while  at  the  same  time  she 
would  be  totally  useless  in  the  care  of  the  sick. 

That  Fliedner  did  not  lose  his  interest  in  the  actual 
work  of  these  Little  Children's  Schools,  after  the 
firm  establishment  of  his  training  institution,  is 
shown  by  his  publication,  in  1842,  of  his  widely  used 
"Liederbuch  for  Kleinkinderschulen,"  with  melodies, 
prayers,  plays,  and  methods  of  instruction.  In  this 
book  (page  264),  Fliedner  gives  directions  for  eon- 
ducting  a  Little  Children's  School. 

Li  the  morning  from  8  to  9  o'clock,  the  children 
are  to  play  out  of  doors.  From  9  to  half  past  9, 
17 


there  is  singing,  prayer  and  a  Bible  story.  From 
talf  past  9  to  10:00,  there  are  exercises  in  phonics, 
in  teaching  by  observation;  also  bodily  exercises; 
writing  and  drawing.  From  10:00  to  quarter  of  11, 
there  is  playing  out  of  doors  and  luncheon.  From 
quarter  of  11  to  quarter  after  11  exercises  in  obser- 
vation and  counting.  From  quarter  after  11  to 
quarter  of  12,  playing  out  of  doors  and  exercises  in 
observation,  prayer  and  song.  From  2:00  to  2:30 
there  is  singing,  prayer,  and  committing  to  memory 
of  verses  of  hymns  and  Scripture  passages.  From 
half  past  2  to  quarter  of  three,  writing  and  draw- 
ing. From  quarter  of  3  to  half  past  3,  playing  out 
of  doors  and  luncheon.  From  half  past  3  to  4,  knit- 
ting and  phonics.  From  4  to  half  past  4,  playing  out 
of  doors.  From  half  past  4  to  5,  tales  with  a  moral; 
and  phonics.  Close  with  a  song  and  prayer.  This 
plan  of  Fliedner's  was  to  be  a  daily  one. 

As  Luise  Scheppler  was  the  great  helper  of  Ober- 
lin  in  teaching  little  children,  so  was  the  right  hand 
of  Fliedner  in  this  same  work,  which  he  put  on  a  par 
with  thie  care  of  the  sick,  God-fearing  Henrietta 
Frickenhaus.  Without  any  especial  training,  she 
was  full  of  the  grace  and  knowledge  of  our  Lord 
Jesus  Christ.  She  trained  such  distinguished  schol- 
ars as  Ranke,  whose  work  as  a  textbook  in  this  line 
has  become  a  standard. 

18 


Fliedner  himself  was  tlie  heart  and  soul  of  the 
work  with  little  children.  Already  as  a  student,  he 
had  gathered  all  kinds  of  children's  hymns  and  plays, 
and  took  a  natural  delight  in  the  training  of  chil- 
dren. He  knew  how  to  think  with  the  thoughts  of  a 
child,  and  particularly  how  to  render  a  Bible  Story 
attractive  and  impressive  to  children.  He  believed 
thoroughly  in  object  lessons,  and  it  is  said  of  him 
that  at  one  time  when  the  children  were  singing, 
"There  was  once  a  giant  Goliath,"  and  they  came  to 
the  place  where  Goliath  fell,  Fliedner  dropped  to  the 
earth  with  a  great  noise,  and  lay  there,  stretched  out 
and  motionless,  that  the  little  ones  might  see  with 
their  own  eyes  how  it  had  gone  with  the  proud  Phil- 
istine. 

The  activity  of  Fliedner  was  almost  incredible.  In 
those  early  days  in  the  short  space  of  three  years  he 
visited  England,  France,  Switzerland,  Jerusalem, 
Constantinople,  and  various  other  German  lands. 
Those  interested  in  the  life  of  Fliedner  should  read 
Schafer  Die  Weibliche  Biakionie,  Vol.  I,  pages  80, 
fF.  Hamburg,  1879. 

The  Kaiserswerth  plan  for  the  Little  Children's 
School,  like  most  others,  is  arranged  on  a  weekly 
schedule.     Every  morning   and   afternoon  there   is 
19 


play,  until  the  children  have  gathered,  and  the  school 
is  begun  and  closed  with  song  and  prayer.  The  fol- 
lowing is  the  work  in  the  order  of  their  days: 


MONDAY. 


Morning. 

1.  A   Bible   Story,    and   learning 

a  Scripture  Terse. 

2.  Motion  exercises, 

3.  Exercises    in    observation. 

4.  Telling   a   story   or   fable. 

5.  Exercises  in  observation. 


Afternoon. 

1.  A    story    with    a    moral,    also 

teaching     of     a     memorj 
passage. 

2.  Phonics,    and   writing. 

3.  Learning  a  fable  by  heart. 


TUESDAY. 


Morning. 

1.  Repetition  of  the  Bible  Story 

and  the  Scripture  passage 
of    Monday. 

2.  Motion  exercises. 

3.  Figuring,   and   writing. 

4.  Learning  a  fable  by  heart. 


Afternoon. 

1.  Learning       by       heart, 

phonics. 

2.  Figuring. 

3.  Motion    exercises. 

4.  Observation  exercises. 

5.  Telling  a  story. 


and 


WEDNESDAY. 
Morning, 

1.  As   Tuesday. 

2.  Phonics,   and  writing. 
8.  Exercises    in    observation,    or 

telling  a  story. 


Afternoon. 

1.  As  on  Monday. 

2.  Exercises    in    observation. 

3.  Close  as  on  Tuesday. 


Morning. 
1.  As  on  Monday. 


THURSDAY. 

Afternoon. 

1.  As  on  Tuesday. 

2.  Figuring,   and  writing. 

3.  Exercises   in   observation. 


FRIDAY. 


Morning. 

1.  As  on  Tuesday. 

2.  As  on  Tuesday. 

3.  Telling  a  story,  or  figuring. 


Afternoon. 

1.  Repetition  of   the   story   told 

In   the     morning     and    of 
the  passage  learned. 

2.  Motion  exercises. 

3.  Figures,   and   writing. 

4.  Close  as  on  Tuesday. 


20 


SATURDAY. 
Momingr.  Afteraoon. 

1.  Review    of    the    stories    and 

tiie  passages  learned  dur- 
ing week. 

2.  Motion  exercises. 

3.  As   on   Wednesday. 

4.  Telling   of   a   story     with     a 

moral. 


Normal  Schools  for  Training  Christian  Kindergartners 
in  Germany. 

We  Americans  do  not  realize  or  appreciate  the 
immense  hold  the  Little  Children's  Schools  have  in 
Germany,  nor  the  extent  to  wliicli  they  liave  been 
in  use  for  a  full  half  century.  In  this  resi>ect,  at 
least,  we  are  behind  Germany,  and  behind  the  age. 
Nearly  all  the  German  Deaconess  Houses  foster  this 
cause,  and  not  one  of  them  deliberately  excludes  it. 
Even  those  institutions  that  give  more  time  and 
strength  to  hospital  work  and  the  care  of  the  sick, 
do  not  neglect  this  educational  branch  of  deaconess 
work. 

There  are  Neuendettelsau,  Bielefeld,  Strasburg 
and  Koenigsburg.  Although  these  institutions  have 
no  Normal  Schools  for  teachers,  nevertheless  they 
train  deaconesses  to  become  teaching  sisters. 

Fliedner,  we  have  seen,  opened  his  first  Little 
Children's  School  in  1833.  The  institution  at 
Kaiserswerth  has  had  a  Normal  School  for  training 
21 


teachers  since  1836,  and  has  sent  out  many  hundreds 
into  the  field.  Dresden,  in  the  kingdom  of  Saxony, 
has  had  such  a  Normal  School  since  1872.  Frank- 
enstein in  Schleswig  has  had  one  since  1866. 
Nowawes,  near  Berlin,  has  had  one  since  1874. 
Bethanien- Stettin  has  had  one  since  1869.  Cassel, 
in  the  province  of  Hesse-Nassau,  has  had  one  since 
1878. 

But  these  deaconess  mother  houses  cannot  supply 
the  demand  for  teachers  of  the  little  ones  in  Ger- 
many; and  there  have  been,  from  a  very  early  date, 
a  large  number  of  exceedingly  successful  teacher's 
Seminaries  founded  and  operated  for  the  sole  pur- 
pose of  supplying  trained  teachers  for  the  Little 
Children's  School,  or,  as  we  term  it,  the  Christian 
Kindergarten. 

In  Wiirtemberg,  there  is  the  large  and  flourishing 
institution  at  Grossheppach,  which  has  been  a 
mother  house  for  the  care-takers  of  little  Children's 
Schools  since  1864.  Wiirtemberg,  indeed,  has  been 
a  pioneer  in  these  schools,  having  established  an  as- 
sociation for  beginning  this  work  as  early  as  the 
9th  of  January,  1829.  Two  institutions  for  the  chil- 
dren of  day  laborers  were  begun  in  Stuttgart,  and 
three  new  ones  were  added  in  1834.  In  1864,  there 
were  155  of  these  schools  with  more  than  10,000 
children.  In  1879,  there  were  about  24,000  little 
22 


children  in  these  schools,  and  about  350  teachers 

a  body  two-thirds  as  large  as  the  Ministerium  of 
Pennsylvania. 

For  information  with  regard  to  Christian  Little 
Children's  Schools  in  Wiirtemberg,  the  following 
works  can  be  consulted. 

Leyrer,  E.  P.,  Die  Christliche  Kleinkinderschule 
mit  besonderer  Riicksicht  auf  Wiirttemberg.  Denk- 
schrift  zur  100  jahrigen  Jubelfeier  der  Einfiihrung. 
Am  Schlusz  befinden  sich  fiinf  vollstandige  Bau- 
plane  fiir  Kleinkinderschulen.     Stuttgart,  1879. 

Bosinger,  J.  Fr.,  Die  Kleinkinderschulen  und 
Kinderpflegen  Wiirttembergs.     Stuttgart,  1865. 

The  Grossheppach  plan  for  the  Little  Children's 
School  is  arranged  on  a  weekly  schedule  similar  to 
that  of  Kaiserswerth.  Every  morning  and  after- 
noon, there  is  play.  There  is  also  prayer  at  the 
table  before  luncheon,  and  the  school  closes  with 
song  and  prayer. 

MONDAY. 
Morningr*  Afternoon. 

1.  Learning  of  a  memory  verse.        1.  Telling   a   Story. 

2.  Laying  of  staves.  (Particularly       a       mission 

3.  A    Bible    Story    from    a    pic-  story      from      pictures      at 

ture.  hand.) 

4.  Learning       a       corresponding        2.  Laying  of  markers. 

verse. 


TUESDAY. 


1. 

2. 
3. 

4. 

Morning:. 
Learning  of  a  memory 
Little  tablets. 
Exercises   in   the   open 
A  Bible  Story. 

Afternoon, 
verse.        1.  The   telling  of  a  Story. 

2.  Perforating   work, 
air.            3.  Observation      exercises      and 
phonics. 
4.  Counting    from    1    to    10   for- 
wards and  backwards. 

Morningr. 

WEDNESDAY. 

Afternoon. 

1. 
2. 
3. 

Motion  exercises. 
Drawing   nets. 
A  Bible  Story. 

Free, 

Morning. 

THURSDAY. 

Afternoon. 

1. 
2. 
3. 
4. 

Learning  of  a  memory 
Motion  exercises. 
Building  blocks. 
A  Bible  Story. 

verse.        1.  Repetition    of    the 
Tuesday. 
2.  Platting. 

story    of 

Morning. 

FRIDAY. 

Afternoon. 

1. 
2. 
3. 
4. 

5. 

Learning  of  a  memory  verse.        1.  Questions     on     the    story    of 
Motion   exercises.                                          the    morning. 
Telling  of  stories,                            2.  Exercises    in    the   open    air. 
Little    Tablets.                                   3.  Observation      exercises      and 
Counting      (as     on      Tuesday                   phonies, 
afternoon) . 

SATURDAY. 
Morning.                                                  Afternoon. 

1. 
2. 

Revievr  of   the    Bible   Stories        Free. 

told  during  the  week. 
Drawing    of   nets. 

In  summer,  walks  and  exercises  out  of  doors  often 
take  the  place  of  the  indoor  work. 

In   Saxony,   Little   Children's   Schools  existed  as 

early  as  1830.    In  18Y6,  there  were  3,600  children  in 

the  schools,  and  77  schools.    Of  these,  about  25  were 

connected  with  Dresden,  and  about  40  with  Leipzig. 

24 


Those  desiring  to  consult  works  on  these  schools 
in  Saxony,  may  read: 

Dr.  Pilz.  Segen  und  Gefahren  fiir  unsere  Jugend 
in  Kleinkinderschulen,  Kindergarten  nnd  Bewahr- 
anstalten.    Ein  Vortrag.    Leipzig  1865. 

Ackermann,  G.  A.  Systematische  Zusammstellung 
der  im  Konigreich  Sachsen  bestehenden  frommen 
und  milden  Stiftungen,  wohlthatigen  Anstalten  und 
gemeinniitzigen  Vereine.     Leipzig  1851.. 

The  Deaconess  Institution  at  Dresden,  as  we  have 
already  seen,  trains  teachers  for  the  Little  Children's 
School.    The  following  is  the  Dresden  plan : 


MONDAY. 

Morning'. 

Afternoon. 

1. 

2. 
3. 

4. 
5. 

A   Bible  Story. 

Luncheon. 

"Tumen." 

Platting. 

Exercises    in    observation 

1.  Resting    period. 

2.  Perforating    work. 

3.  Play. 

4.  Luncheon. 

5.  Play. 

TUESDAY. 

Morning. 

Afternoon, 

1. 

2. 
3. 
4. 
5. 

Committing    to    memory    and        1.  Resting   period. 

singing.                                          2.  String   of    pearls. 
Luncheon.                                               3.  Play. 
Play  in  a  circle.                               4.  Luncheon. 
Folding.                                                5.  Play. 
Telling   of   stories. 

WEDNESDAY. 
Morning.                                                  Afternoon. 

1. 
2. 
3. 
4. 
6. 

A   Bible   Story, 

Luncheon. 

"Tumen." 

Drawing   of   nets. 

Exercises    in    observation 

1.  Resting    period. 

2.  Laying  of  colors. 

3.  Play. 

4.  Luncheon. 

5.  Play, 

Morning. 

THimSDAY. 

Afternoon. 

1. 

2. 
3. 
4. 
5. 

Committing    to    memory 

singing. 
Luncheon. 
Play   in  circle. 
Laying   stayes. 
Telling   a  story. 

Horning. 

and        1.  Resting    period. 

2.  Modeling. 

3.  Play. 

4.  Luncheon. 

5.  Play. 

FRTDAY. 

Afternoon. 

1. 
2. 
3. 
4. 
5. 

A    Bible    Story. 

Luncheon. 

"Turnen." 

Building. 

Exercises  in  obseryation 

1.  Resting    period. 

2.  Perforation. 

3.  Play. 

4.  Luncheon. 

5.  Resting  period. 

Morning. 

SATURDAY. 

Afternoon. 

1. 
2. 
3. 

Play. 

Luncheon. 

Committing  to  memory. 

1.  Afternoon  is  free. 

In  the  kingdom  of  Prussia,  the  Normal  School  for 
training  teachers  for  these  little  children  has  existed 
in  Breslau  since  1872.  Prussia,  with  Berlin  as  a 
centre,  has  been  a  great  organizer,  both  for  Little 
Children's  Schools,  and  also  for  the  Froebel  Kinder- 
garten. 

It  was  in  Nowawes,  near  Berlin,  that  E-anke,  the 
author  of  the  text-book  of  which  we  have  already 
spoken,  was  installed  as  head,  by  Count  Moltke,  on 
November  30,  1874.  He  began  with  ten  young  girls 
who  were  to  be  trained  in  a  two  years'  Normal 
Course,  practically  to  become  teachers  of  Little 
Children's   Schools.     The  school  itself  was  opened 


on  tlie  5tli  of  April,  1875.  But  after  tlie  two  years' 
course  was  over,  only  one  of  the  ten  girls,  who  had 
started,  was  left.  Nevertheless,  by  1877,  the  insti- 
tution had  succeeded  in  already  placing  twelve 
teaching  congregational  sisters.  By  1882,  Nowawes 
was  taking  care  of  27  Little  Children's  Schools,  with 
1,529  children. 

The  Rhineland  is  also  a  great  centre  for  this 
Christian  Kindergarten  work.  In  1874,  there  were 
no  less  than  93  Little  Children's  Schools  in  the 
Diisseldorf  district  alone. 

In  the  province  of  Saxony,  there  has  been  a  Nor- 
mal institution  for  training  teachers  at  Halberstadt, 
since  1873.  In  Baden,  there  has  been  a  Normal 
institution  at  Karlsruhe.  In  1878,  Baden  had  about 
200  prosperous  Evangelical  Little  Children's  Schools. 
These  special  seminaries  for  the  training  of  teachers, 
and  the  deaconess  houses  not  only  thoroughly  pre- 
pare the  teachers  for  their  vocation,  but  also  keep 
them  in  close  connection,  by  means  of  correspond- 
ence, visits  of  inspection  on  the  parts  of  the  head 
of  the  schools,  conference  of  teachers,  anniversaries, 
ete.,  with  the  central  school,  but  also  generally  offer 
a  home  to  their  teachers  in  old  age  or  dark  periods 
when  they  can  no  longer  serve. 

Candidates  for  admission  to  these  seminaries  are 
not  required  to  have  any  professional  training,  be- 
27 


yond  a  good  common  school  education.  In  addi- 
tion, they  need  to  be  qualified  with  an  open  disposi- 
tion, pure  morals,  and  a  keen  sense  of  propriety 
in  demeanor.  They  also  need  to  be  able-bodied,  to 
have  proven  themselves  willing  to  serve  little  chil- 
dren, and  to  be  of  use  in  small  things. 

Their  first  tasl^,  in  the  training  in  the  seminary, 
is  their  sure  grounding  in  God's  Word.  The  Cate- 
chetism,  Bible  Story,  and  such  a  knowledge  of  the 
Bible  as  is  demanded  by  a  love  of  God's  Word,  are 
the  principal  things  to  be  instilled.  Then  come 
language,  figuring,  natural  history,  the  training  or 
discipline  of  children  in  simplest  form,  and  history 
of  the  Little  Children's  Schools.  Geography,  and 
especially  church  history,  can  be  added.  But  lan- 
guages and  literature  are  not  counted  as  among  the 
branches  belonging  to  such  an  institution. 

One  of  the  chief  factors  in  the  success  of  such  an 
institution,  is  its  devotion  to  the  practical  side  of 
teacher  training.  Here,  first  of  all,  stress  is  laid 
on  proficiency  in  songs,  and  in  the  teaching  of  songs; 
on  practical  work  with  the  children  themselves  in  the 
model  school  of  the  seminary;  on  the  right  way  of 
guiding  play,  including  the  Froebel  methods;  and 
last,  and  most  important  of  all,  on  the  art  of  telling 
a  story,  and  of  giving  instruction  in  a  simple  and 
child-like  manner. 

rj8 


The  Extent  of  the  Work  in  Germany. 

In  order  to  be  duly  impressed  with  the  great  hold 
this  work  has  taken  throughout  Germany,  let  us 
consider  a  few  of  the  statistics.  A  quarter  of  a  cen- 
tury ago,  there  were  over  43,000  little  children  In 
718  Little  Children's  Schools  in  Prussia.  There 
were  nearly  6,000  little  children  in  118  Little  Chil- 
dren's institutions  in  the  kingdom  of  Saxony.  There 
were  3,400  children  in  34  Little  Children's  Schools 
in  the  Free  Cities.  There  were  20,000  little 
children  in  250  Little  Children's  Schools  in 
Bavaria.  There  were  nearly  24,000  little  children 
in  288  Little  Children's  Schools  in  Wiirtemberg. 
There  were  about  10,000  little  children  in  about 
200  Little  Children's  Schools  in  Baden.  In  all  Ger- 
many, there  were  over  150,000  little  children  in  oveit 
2,000  Little  Children's   Schools. 

In  other  words,  twenty-five  years  ago,  there  were 
more  Little  Children's  Schools  in  Germany  than 
there  are  congregations  in  the  General  Council  to- 
day. In  Austria  Hungary,  there  were  over  30,000 
little  children  in  over  300  Little  Children's  Schools. 

Thus  we  see  that  this  work  is  really  regarded  as 
a  very  great  one,  and  is  no  longer  in  the  experi- 
mental stage  in  Germany,  where  it  has  been  so 
successfully  inaugurated.  The  same  may  be  said 
of  the  work  in  England,  and,  on  a  far  larger  scale, 
29 


the  same  may  be  said  of  the  work  in  France;  al- 
though if  the  work  be  kept  in  connection  with  the 
deaconess  or  other  church-school  training  institu- 
tions in  America,  the  results,  to  the  Church  and  the 
child,  will  be  even  more  beneficent  than  those  that 
are  found  in  England  and  in  France. 


Johannes  Huebener's  Book  on  the  Christian  Little 
Children's  School. 

The  author  of  this  book  was  the  assistant  pastor  at 
the  Deaconess  House  at  Dresden,  and  in  the  prepara- 
tion of  his  work  had  the  benefit  of  the  advice  and 
knowledge  of  the  well-known  Schaefer  in  Altona 
and  Seidel,  in  Dresden.  The  book  was  published  in 
1888,  and  therefore  is  already  seventeen  years  old, 
and  does  not  bring  the  subject  down  to  date.  But  it 
is  valuable  because  of  the  systematic  nature  and 
compact  arrangement  of  its  contents.  And  it  was 
originally  intended  for  use  as  a  text  book  in  semi- 
naries. It  is  published  in  Gotha  by  Perthes,  and 
contains  328  pages  of  print  on  thin  paper.  In  bro- 
chure or  pamphlet  form,  it  can  perhaps  be  had  for  a 
half  dollar,  or  more. 

First,  the  writer  takes  up  the  question,  "What  is 

the  best  name  for  this  institution?"     It  decides  in 

favor  of  "Christian  Little  Children's  School."     And, 

we  might  remark  incidentally,  no  doubt,  the  reasons 

30 


that  weighied  with  it,  were  the  ones  that  caused  Dr. 
Ohl  to  name  the  songbook  for  onr  little  ones  pub- 
lished by  the  General  Council  "Little  Children's 
Book."  The  author  is  afraid  of  the  name  "Kinder- 
garten," for  fear  that  it  might,  in  time,  be  confused 
with  the  Froebel  Kindergarten,  which  educates  chil-. 
dren  on  a  rationalistic,  and  not  on  a  Christian  basis. 

But  we  in  America  have  no  such  fear;  and  have 
named  the  school  "The  Christian  Kindergarten." 
For  one  thing,  this  is  a  shorter  term.  Some  Germans 
love  to  use  long  and  exact  technical  terminology,  for 
their  institutions,  just  as  they  use  long  and  involved 
sentences  in  their  writing.  But  this  is  not  popular 
in  America.  A  short  and  expressive  name  is  always 
better  than  a  long  one. 

Another  reason  why  "Christian  Kindergarten"  is 
preferable  to  the  term  "Christian  Little  Children's 
School,"  is  because  the  American  name  pictures 
more  truly  the  character  of  the  exercises  and  train- 
ing that  are  to  be  given  to  the  little  ones  who  are  sent 
to  it.  The  word  "school"  as  familiar  to  the  public, 
and  as  distinguished  from  the  "nursery,"  is  a  place 
where  the  impartation  of  knowledge,  and  the  train- 
ing of  the  scholar,  are  carried  on  systematically,  and 
with  the  idea  of  some  personal  restraint,  classifica- 
tion of  courses  in  study,  and  of  uniform  discipline, 
more  or  less  prominent. 

31 


On  the  other  hand,  in  the  "Christian  Kindergar- 
ten," as  in  the  "nursery,"  both  the  instruction  and 
the  training  partake  of  that  more  spontaneous,  free, 
and  home-like  character  which  involve  a  loving  per- 
sonal care  without  apparent  system,  and  which  adapt 
themselves  to  the  child's  world,  as  the  child  himself 
finds  it  in  the  nursery,  or  in  that  out-of-door  com- 
plement, the  playground  in  the  garden.  All  that 
Huebener  gains  by  the  use  of  his  term,  is  gained  by 
prefixing  the  term  ''Christian"  to  the  word  "Kinder- 
garten," which  is  a  word  already  well  understood  as 
implying  a  certain  free  mode  and  form  of  instruc- 
tion; and  the  whole  advantage  of  which  would  be 
lost  if  we  all  fell  back  upon  the  more  prosaic  and  less 
accurate  word  "school." 

Huebener  then  takes  up  the  question,  "Is  there 
any  need  of  the  Christian  Kindergarten,  and  what 
right  has  it  among  our  educational  institutions"? 
He  quotes  Palmer  as  having  said  that  Little  Chil- 
dren's Schools  are  "a  pedagogical  sin."  "Kinder- 
gartens are  beautiful  names,  and  Kindergarteners  are 
charming  titles;  but  institutions  for  the  training  of 
little  children  are  necessary  only  in  the  sense  that 
foundling  hospitals  are  necessary." 

We  are  quite  sure  that  Americans  will  not  follow 
Palmer  in  this  view,  and  that  the  defence  of  the  in- 
stitution by  Huebener,  based  on  the  modem  loosenese 
32 


of  the  bonds  of  family  life,  and  the  increase  of  crime, 
need  not  be  resorted  to.  With  Huebener  we  agree 
that  there  is  no  conflict  between  Kindergarten  au- 
thorities like  Pestalozzi  and  Raumer,  who  declare 
that  the  first  thing  that  is  needed  is  more  faitkful 
mothers. 

In  our  judgment  the  whole  discussion  of  a  ques- 
tion of  this  character,  which  is  exactly  like  the  simi- 
lar question  as  to  whether  the  "Sunday-school  is  not 
infringing  on  the  rights  of  the  family,"  and  taking 
away  from  it  the  religious  instruction  that  should 
be  given  there,  is  purely  academic.  No  Sunday- 
school  ever  tore  down  a  family  altar;  and  no  Chris- 
tian Kindergarten  ever  destroyed  the  superior  nur- 
sery training  of  a  perfect  mother. 

Huebener  next  asks  the  question  why  the  Kinder- 
garten should  be  a  Christian  Kindergarten?  and  dis- 
cusses this  matter  very  well. 

This  brings  Huebener  naturally  to  what  is  a  burn- 
ing question  in  Germany  today,  viz.,  whether  the 
Little  Children's  School  shall  be  founded  on  a  dis- 
tinct confessional,  i.  e.,  as  we  say  in  America,  on  a 
distinctly  Lutheran  basis.  He  rightly  takes  the  posi- 
tion, that  like  the  deaconess  work,  the  benefits  of  the 
institution  are  to  be  open  to  all,  to  Jew  and  Gentile, 
to  Protestant  and  Roman  Catholic  alike.  He  rightly 
88 


holds  that  the  centre  of  faith  in  the  Christian  Kin- 
dergarten is  in  the  teacher,  and  that  to  be  powerful 
and  living,  this  faith  must  be  a  definite,  and  not  an 
indefinite  one.  In  our  Lutheran  Church  we  can  use 
only  Lutheran  Kindergarteners.  There  is  something 
in  the  first  touch  of  the  teacher  on  l^e  soul  of  the 
child,  in  its  first  living  contact  with  faith,  which  con- 
ditions its  religious  life  ever  afterward. 

As  a  basis  for  the  further  discussion  of  these  ques- 
tions Huebener  refers  to  the  following  literature : 

1.  Hesekiel,  The  Little  Children's  School  in  its 
Signification  for  the  Labor  Question.  Magdeberg, 
1871. 

2.  Schaefer,  The  Female  Diacoruate.  Vol.  I. 
Hamburg,  1879. 

3.  Zezschwitz,  System  of  Christian  Catechetics 
(Compare  especially  Baptismal  training). 

4.  Engelbach,  Eelations  of  the  Christian  Lirttle 
Children's  School  to  the  Church. 

5.  Loehe,  The  Little  Children's  Schools,  diktat 
for  those  studying  to  be  deaconesses. 

6.  Schulte,  A  Word  on  Little  Children's  Schools. 
An  address  held  at  the  General  Conference  for  Inner 
Missions.    Liegnitz,  on  June  5,  1868. 

7.  The  Little  Children's  Schools,  their  usefulness 
and  arrangement.    Bonn,  A  Marcus,  1875. 

8.  Woermann,  on  public  play  schools.    Berlin. 

34 


9.     Huebener,  The  Care  of  Little  Cliildren  before 
Louise  Sheppler,  in  Schaefer's  Monthly,  1887. 


The  Text-Book  of  Ranke. 

Perhaps  the  most  valuable  of  German  books, 
for  practical  use,  is  Eanke's  "Education  and  Active 
Employment  of  Little  Children  in  Little  Children's 
Schools  and  in  the  Family."  This  volume  is  pub- 
lished in  Elberiield  by  the  Baedeckers.  There 
is  a  steady  demand  for  the  work  in  Germany,  it  hav- 
ing reached  the  seventh  edition  in  1885,  the  ninth  in 
1899,  and  the  tenth  edition,  which  is  the  last,  in 
1903.  It  contains  338  large  octavo  pages,  and  its 
cost  is  probably  $1.25.  We  are  happy  to  say  that  it 
is  being  translated  into  English  for  the  use  of  pros- 
pective Lutheran  Kindergarten  teadiers  by  the  Rev. 
Frederick  Cooper,  of  South  Bethleihem,  and  will 
doubtless  be  on  the  market  within  a  year  in  the  Eng- 
lish language.  The  author  of  this  work  was  the  di- 
rector of  the  school  for  the  training  up  of  Christian 
Kindergartnerg  in  the  Oberlin  House  at  Nowawee, 
near  Potsdam.  He  died  about  1878.  His  book  is  in 
use  as  a  sort  of  normal  text-book  in  a  number  of 
institutions  in  Germany  which  are  devotedj  to  the 
training  for  female  teachers  for  little  children. 

The  book  is  divided  into  two  parts.  The  first  part 
treats  of  the  training;  and  the  second  part  treats  of 
35 


the  Activities  and  the  Instruction  of  little  cliildren. 
Under  Training,  first  of  all,  there  are  given  careful 
directions  for  the  care  and  training  of  the  body. 
There  is  a  chapter  on  the  Food  of  the  child;  anotlier 
on  Motion ;  another  on  Air,  another  on  Eest,  another 
on  Clothing,  another  on  Cleanliness,  another  on  Pro- 
tection from  dangers  to  health,  by  accident  and  oth- 
erwise. 

Then  we  come  to  training  in  the  more  proper  sense 
of  the  word,  and  find  sections  on  Obedience,  Truth- 
fukiess.  Good  Behavior,  Modesty,  Politeness,  Socia- 
.  bility  and  Peaceableness,  Service  to  Others,  Purity, 
Good  Order,  and  the  relation  of  children  to  the  Ani- 
mal and  Plant  World. 

We  come  next  to  training  the  children  into  Piety. 
Under  this  head  we  have  chapters  on  Supervision, 
Admonition  and  Warning,  Promising  and  Threat- 
ening, Eefwards  and  Punishment,  and  a  chapter  on 
the  Personality  of  the  Teacher  who  does  the  training. 

The  second  main  part  of  the  book  is  devoted  to  a 
normal  course  on  the  instruction,  and  on  employing 
the  activities  of  little  children.  First  comes  their 
Play,  to  which  there  is  devoted  twenty  pages.  Sev- 
eral specimen  plays,  for  instance,  "The  Dove  Cote,'* 
is  given,  and  some  attention  is  paid  to  playthings. 

After  Play,  comes  the  Instruction.     First  of  all, 
is   the  art  of   Telling  a   Story.     Several  specimen 
86 


stories — "Carl  and  His  Canary,"  "A  Dog  Discovers 
a  Thief,"  "The  Wolf  and  the  Fox,"  are  given.  Then 
comes  the  Memory  work,  with  some  advice  to  teach- 
ers, and  some  good  methods.  There  follow  the  re- 
marks on  Drawing,  and  then  Free  Conversations,  of 
which  specimens  are  given,  on  the  horse,  the  bee,  the 
apple,  the  tree,  the  bird,  and  on  day  and  night.  There 
are  nearly  twenty  pages  of  advice  on  Religious  In- 
struction, which  is  supplemented  with  specimens  on 
the  scenes,  "Jesus  Blesses  Little  Children,"  "The 
Daughter  of  Jarius,"  "The  Good  Samaritan,"  "Cre- 
ation," and  "Jesus  Stilling  the  Storm." 

Ten  pages  are  devoted  to  the  subject  of  Singing. 
More  than  twenty  pages  are  given  to  particular  occu- 
pations, viz.,  Modeling,  Plaiting,  Sewing,  Folding, 
etc. 

In  an  appendix  are  given  various  schedules  of 
school  hours,  on  the  weekly  plan.  The  first  schedule 
presupposes  that  the  children  are  kept  together  daily 
for  six  hours.  The  second  one  keeps  them  together 
for  eight  hours;  and  the  third  one  for  the  whole  day. 
The  teacher  is  advised  to  keep  a  daybook  or  record 
so  that  she  knows  just  what  she  is  doing  in  her 
school,  and  instruction  is  given  as  to  the  mode  of 
celebrating  the  various  festivals.  Specimens  are 
given  of  a  Christmas  festival,  and  a  feast  for  the 
Emperor. 

37 


The  book  is  on  the  right  plan,  and  on  a  thoroughly 
Christian  basis,  while  it  will  need  adaptation  to 
American  conditions,  and  must  meet  and  develop 
the  consciousness  of  the  little  ones  in  this  country. 
The  compass  of  the  book  is  sufficiently  moderate  to 
enable  it  to  be  used  as  a  guide  in  actual  teaching. 
Its  appearance  in  English  will  be  anxiously  awaited. 


How    to    Conduct    a    Christian   Kindergarten. — Practical 
Directions. 

In  the  plan  in  the  Christian  Kindergarten, 
chief  emphasis  is  to  be  laid  upon  the  Bible  Stories. 
They  serve  to  awaken,  nourish  and  develop  a  speci- 
fically Christian  and  a  i)ersonar]y  religious  nature, 
rather  than  merely  to  train  in  moral  char- 
acter. The  child  is  brought  direct  to  God, 
and  learns  to  fear,  love  and  trust  in  Him 
above  all  things.  At  the  same  time  such  visual 
and  play  elements  of  the  Froebel  method  as  are  not 
too  complicated  or  symbolical,  are  also  introduced. 

Simplicity,  above  all,  is  to  be  the  chief  characteristic 
of  the  Christian  Kindergarten.  The  instruction  is 
to  be  natural,  and  not  elaborate.  The  limits  of  child- 
nature,  and  the  determination  not  to  do  too  much, 
are  to  be  emphasized. 

38 


Perfection  is  to  be  found  rather  in  tlie  personality 
and  experience  of  the  teacher,  who  should  have  the 
right  disposition,  should  understand  children  thor- 
oughly, and  should  be  thoroughly  trained;,  than  in 
elaborate  apparatus. 

Where  the  number  of  children  is  very  large,  in- 
dividual attention  to  each  child  may  have  to  be 
curtailed.  Where  the  number  to  each  teacher  is  very 
small,  more  individual  attention  can  be  given.  It 
appears  that  in  the  Fliedner  schools,  where  teachers 
are  plenty,  individual  attention  abounds  and  ele- 
mentary instruction  in  such  tasks  as  in  writing  is 
attempted.  In  our  opinion,  it  would  be  well  in 
America,  to  teach  the  little  ones  the  alphabet  and 
small  words  and  sentences,  as  they  approach  the  age 
of  six  years. 

In  the  large  cities  in  Germany,  the  Froebel  idea 
is  often  introduced  with  a  greater  wealth  of  detail, 
and  such  exercises  as  the  kneading  of  clay,  are  en- 
gaged in ;  but  throughout  Germany  experience  seems 
to  have  proved  that  a  much  better  training  is  given 
by  a  simpler  type  of  teaching,  and  the  large  majority 
of  Little  Children's  Schools  now  vary  very  little 
from  each  other,  each  striving  for  great  simplicity. 

As  for  object  lesson  material,  there  is  an  abund- 
ance, especially  in  picture  charts,  and  in  the  graphic 
arts.     Instruction  by  picture  is  chiefly  valuable  in 


the  Bible  Stories,  and  in  natural  science,  especially 
in  the  animal  kingdom.  For  the  employment  of 
each  little  hand,  we  have  staves,  building  blocks, 
paper  cutting,  playing  of  counters,  and  the  use  of 
sand  for  play.  Slates  and  slate  pencils  can  be  used 
to  advantage. 

The  secret  of  a  good  discipline  must  be  sought  in 
the  personality  of  the  teacher ;  and  in  this  respect  she 
is  to  be  a  model  mother.  If  she  can  throw  about  her 
school  an  atmosphere  of  artless,  child-like  piety,  true 
contact  with  God,  and  understands  how  to  prevent 
matters  from  becoming  tedious,  she  will  probably 
have  little  trouble  in  the  matter  of  order,  if  her  num- 
ber of  little  ones  is  not  too  great.  The  personal  at- 
tachment that  her  little  ones  will  have  for  her,  and 
their  tendency  to  imitate,  will  help  her  in  the  dis- 
cipline. 

In  some  of  the  leading  institutions  in  Germany,  if 
a  child  is  irregular  in  its  attendance,  or  remains  ab- 
sent more  than  two  weeks  without  sufficient  excuse, 
it  is  excluded.  Gross  immorality  and  disobedience, 
if  they  are  not  to  be  remedied,  or  if  they  injure  the 
good  order  of  the  institution,  are  also  causes  of  ex- 
clusion. Improper  demeanor  on  the  part  of  the  par- 
ents toward  the  teachers  is  another  cause  of  exclu- 
sion. In  cases  of  punishment,  it  is  well  to  consult 
the  parents  in  advance. 

40 


There  was  a  time  in  Germany  when  it  was  thought 
to  be  the  best  thing  to  make  a  day  niirsery  out  of 
the  Christian  Kindergarten.  The  child  was  clothed 
every  morning  when  it  came  to  school.  It  was  fur- 
nished with  luncheon  and  meals.  It  was  thought 
wise  to  make  the  school  as  much  of  a  home  as  possi- 
ble, and,  so  to  say,  to  take  the  care  of  the  child  to 
a  large  extent  out  of  the  parent's  hands. 

But  it  is  now  recognized  that  the  Christian  Kin- 
dergarten should  not  assume  too  many  of  the  func- 
tions of  the  home.  It  is  much  better  to  get  a  mother 
to  bring  her  own  children  up  properly,  than  to  have 
her  relieved  entirely  of  the  burden  by  some  public 
institution.  Therefore  it  is  bett-er  for  the  little  ones 
to  gather  about  the  family  table,  and  when  the  fam- 
ily returns  from  work  for  them  to  be  with  the  other 
members,  and  to  be  taught  to  be  responsible  to  the 
parents  rather,  than  the  reverse.  It  is  now  regarded 
of  more  importance  in  Germany  to  provide  proper 
places  for  play  and  gardens  (which  are  almost 
universal)  for  the  little  children,  than  to  give  them 
meals,  and  to  clothe  them. 

The  ideal  spot  for  a  Christian  Kindergarten  is  a 
little  house  in  which  the  home  of  the  teacher  is 
under  the  same  roof,  and  round  about  which  there  is 
a  garden.  The  public  school,  or  a  large  building,  is 
no  longer  regarded  as  the  best  spot.  But  Little  Chil- 
41 


dren's  Schools  are  often  held  with  great  success  in 
parish  houses,  and  otheT  public  places  of  assembly, 
which  are  only  in  use  in  the  evening,  and  which 
during  the  day  can  be  devoted  to  kindergarten  pur- 
poses. Private  houses  have  also  been  pressed  into 
service. 

The  children  should  not  be  away  from  their  homes 
for  more  than  seven  hours  a  day.  There  should  be 
vacations  in  order  to  enable  the  teachers  to  recuper^ 
ate.  As  to  the  number  of  children,  some  authorities 
believe  in  classes,  say  as  large  as  80,  and  others  be- 
lieve that  the  school  should  be  small. 

Advocates  of  a  large  school  say  that  there  no  rigid 
system  and  no  educational  goal  need  be  kept  in 
sight,  that  therefore  gradation  among  these  lit- 
tle ones  need  not  be  so  strict.  Further,  that  where 
a  large  number  of  little  children  are  active,  it 
is  not  so  necessary  for  teachers  to  interfere,  as  the 
desire  for  imitation  will  cause  one  to  do  as  the  others 
do.  Moreover,  where  there  are  large  numbers,  there 
is  a  common  spirit  which  adds  enthusiasm  to  the  in- 
struction and  the  exercises,  and  it  is  easier  to  make 
a  deep  and  overpowering  impression  than  when  the 
number  is  small.  We  noticed  that  in  the  Mary  J. 
Drexel  School  for  Little  Children,  there  were  per- 
haps 50  or  60  little  ones  present,  with  a  teaching  Sis- 
ter and  two  helpers,  who,  at  times,  had  all  they  could 
42 


do  to  keep  the  restless  mites  in  order,  in  spite  of  the 
great  teaching  skill  of  the  sister  in  charge. 

In  (Germany  most  institutions,  which  are  under 
the  control  of  private  societies  (who  secure  locations 
for  buildings,  and  bear  the  general  expenses  and  as- 
sume the  responsibilities  of  government) ,  the  parents 
of  the  children  are  asked  to  pay  a  monthly  sum  for 
tuition.  In  the  case  of  well-to-do  persons,  the  charge 
is  heavier  than  in  the  case  of  poorer  people,  and 
where  several  children  from  one  family  attend  the 
school,  there  is  a  reduction  of  rates. 

The  teaching  sisters,  teachers,  and  care-takers  of 
the  Little  Children's  Schools  in  Germany  are  pro- 
cured in  different  ways.  They  should  be  responsible 
persons,  worthy  of  confidence,  and  adapted  to  the 
care  of  little  ones.  There  is  some  stress  laid  on  a 
practical  knowledge  of  subject  and  methods;  but 
teachers  are  occasionally  used  who  have  gone  into 
the  work  without  preliminary  training  and  have  been 
retained  because  of  their  eminent  gifts.  In  large 
congregations,  many  daughters  of  families,  who  have 
no  other  aim  in  life,  and  who  find  it  possible  to 
remain  at  home  in  their  own  town,  take  courses  in 
schools  of  training,  and  become  teachers  of  the  little 
ones  in  their  town  for  a  very  low  sum.  In  country- 
districts  a  teacher  connected  with  the  organized  dea- 
coness sisterhood  is  very  much  preferred.  She  con- 
43 


tinues  in  her  intercourse  with  the  deaconess  home, 
and  receives  stimulus  and  encouragement  therefrom, 
which  would  be  otherwise  impossible  in  her  isolated 
environment. 

Teaching  deaconesses,  as  a  rule,  do  not  receive  any 
salary,  but  are  cared  for  by  their  mother  houses; 
and,  if  any  sums  are  paid,  it  is  to  the  motherhouse. 
As  a  rule,  in  addition  to  a  free  residence  and  heat, 
the  amount  needed  to  support  a  Little  Children's 
School  with  a  single  teacher  is  from  400  to  800 
marks  annually. 

Literature:  Joh.  Kopp,  Gesch.  der  Kleinkinder- 
schule,  Vol.  V,  in  Schmidt's  Gresch.  der  Erziehung. 
Stuttgart  in  Berlin,  1902. 


Public  Kindergartens  in  the  United  States. 
Thirty  years  ago  there  were  not  more  than  50  kin- 
dergartens in  the  whole  United  States.  Now  there 
are  between  three  and  four  thousand.  Thirty  years 
ago  the  number  of  pupils  in  these  kindergartens  were 
less  than  1500,  now  they  are  over  200,000.  Thirty 
years  ago  there  were  not  more  than  75  kindergarten 
teachers  in  the  country,  now  there  are  over  6000.  It 
will  thus  be  seen  that  the  growth  of  kindergartens 
as  a  means  of  secular  education  has  been  enormous 
during  the  last  thirty  years. 
44 


But  this  is  not  the  whole  of  the  story.  Twelve 
years  ago,  there  were  852  private  kindergartens  in 
the  country,  and  459  public  kindergartens.  Six 
years  ago  there  were  1519  privat-e  kindergartens,  and 
1365  public  kindergartens.  This  means  that  the  pub- 
lic kindergarten  was  beginning  to  supplant  the  pri- 
vate kindergarten.  In  the  four  following  years  from 
1898  to  1902  there  was  an  enormous  growth  of  the 
public  kindergarten,  while  the  private  kindergartens 
scarcely  held  their  own.  Private  kindergarten  teach- 
ers have  more  and  more  been  inclined  to  give  up 
work  and  accept  positions  in  the  public  kindergar- 
tens, and  the  school  boards  of  the  land  have  been 
more  and  more  inclined  to  establisii  public  kinder- 
gartens in  connection  with  their  city  school  system. 
In  1902  New  York  City  had  152  public  kindergartens 
in  operation,  with  over  11,000  pupils  in  them.  Phila- 
delphia had  143  public  kindergartens  in  operation, 
with  nearly  8000  pupils  in  them.  Boston  had  84 
public  kindergartens  in  operation,  with  over  6000 
pupils  in  them.  Chicago  had  89  public  kindergartens 
in  operation,  with  nearly  9000  pupils  in  them.  Los 
Angeles  had  40  public  kindergartens,  with  nearly 
3000  pupils  in  them.  St,  Louis  had  123  kinder- 
gartens, with  over  10,000  pupils  in  them.  Newark, 
N.  J.,  had  96  public  kindergartens,  with  nearly  7000 
pupils  in  them.  Providence,  Rhode  Island,  had  24 
45 


public  Hndergrartens,  with  nearly  2000  pupils,  and 
Milwaukee  had  45  kindergartens,  with  nearly  7000 
pupils  in  them. 

These  are  but  illustrations  of  the  way  in  which 
the  public  kindergarten  is  growing,  as  a  part  of  the 
school  system  of  the  land.  The  country  for  the  last 
six  years  has  been  in  a  state  of  rapid  transition. 
Much  of  the  territory,  even  in  the  larger  cities  has 
not  yet  been  occupied  by  the  public  school  kinder- 
garten as  an  integral  part  of  the  system.  But,  un- 
doubt-edly,  it  will  not  be  many  years  before  the 
American  citizen  will  be  taught  to  regard  the  public 
kindergarten  as  an  indispensable  portion  of  the  pub- 
lic school  system. 

The  reason  we  have  cited  these  facts,  is  this:  If 
the  Lutheran  Church  can  be  gotten  to  see  her  oppor- 
tunity, and  can  establish  Christian  kindergartens, 
as  the  rule,  in  the  cities  and  larger  towns  of  our 
country,  for  the  education  of  her  children  under  six 
years  of  age,  public  school  boards,  who  are  in  most 
instances  hampered  for  want  of  money  and  for  suf- 
ficient room,  will  probably  not  only  accept  with 
thankfulness  the  effort  of  the  Church  to  take  care  of 
its  own  younger  children  up  to  that  period,  but  will 
be  more  slow  in  making  permanent  provision  for 
these  children  in  the  public  system.  Moreover,  if 
the  Church  takes  care  of  her  younger  children  now, 
46 


and  brings  tliem  to  the  public  school  at  6  or  7  years 
of  age,  better  prepared  than  the  other  public  school 
children,  as  they  certainly  will  be,  the  Church  will 
have  demonstrated  to  the  school  boards  her  right  and 
her  wisdom,  in  preparing  such  preliminary  educa- 
tion for  her  pupils.  And  this  established  right  will 
remain  unquestioned.  The  Church  will  have  gained 
the  first  seven  years  of  the  life  of  the  child  for  her 
own  religious  instruction,  and  will  have  also  aided 
the  State  in  providing  excellent  elements  of  secular 
instruction. 

For  this  reason,  it  seems  to  us,  that  the  question 
of  the  establishment  of  Christian  kindergartens,  as 
a  system  of  parochial  education  in  the  Church,  now 
while  the  door  is  still  open,  and  when  parents  are 
not  yet  in  all  places  universally  provided  by  the 
State  with  kindergartens,  is  an  immediately  import- 
ant matter. 

Literature  on  Secular  Kindergartens  will  be  pre- 
sented in  a  later  work. 


An  Original   Christian  Kindergarten  in  the   Mountains 
of  Pennsylvania. 

We  are  much  pleased  to  present  the  following  let- 
ter, received  from  a  pastor  in  one  of  the  mountainous 
districts  of  Pennsylvania: 
47 


"My  good  wife  and  I  have  been  faithfully  examining 

the  palmers  in  the  hope  of  securing  some  practical  infor- 
mation concerning  the  Kindergarten. 

"There  has  been  much  written,  but  nothing  which  a 
country  pastor  is  able  to  put  to  practical  use.  You  sug- 
gest the  sending  of  some  young  woman  to  either  one  of 
the  Deaconess  Homes  for  the  purpose  of  undergoing  a 
course  of  instruction  in  Kindergarten  work. 

"Many  of  us  isolated  pastors  have  large  debts  to  con- 
tend with,  and,  besides  that,  we  have  congregations,  the 
members  of  which  are  not  educated  up  to  the  standard  at- 
tained by  those  surrounded  by  educational  advantages.  Our 
congregation  would  look  upon  the  suggestion  of  sending  a 
young  lady  to  the  Deaconess  House  as  a  more  than  use- 
less expense. 

"These  Kindergarten  teachers  of  course  must  be  edu- 
cated. But  how,  if  not  by  a  practical  demonstration  in 
their  midst  of  that  most  important  work.  Three  months 
ago,  my  good  wife,  who  has  had  years  of  experience  in 
the  work  and  several  other  women  determined  to  organize 
a  Christian  Kindergarten.  During  vacation  they  met  on 
Tuesday  of  each  week.  Now  they  meet  Saturday  after- 
noon. They  have  an  enrollment  of  80  counting  all,  or 
about  60  children  under  seven  years  of  age.  Their  aver- 
age attendance   is  between  seventy   and   eighty. 

"The  plan  of  work  is  on  the  lines  of  the  public  school 
Kindergarten.  They  use  as  many  of  the  gifts  as  I  have 
been  able  to  make.  They  have  also  bought  others.  Our 
plan  is  to  teach  the  simple  truths  of  the  Bible  with  sew- 
ing cards,  needle  punched,  with  beads  in  different  colors 
and  numbers  and  work  in  matting. 

"They  open  their  school  with  singing  and  a  short  prayer. 
They  teach  the  little  ones  to  pronounce  the  name  of  Jesus 
Christ,  and  God  with  reverence.     Short  passages  of  Scrip- 

48 


ture  are  committed  to  memory.  They  will  soon  begin 
teaching  the  Commandments.  Then  comes  the  work  with 
cards,  mats,  beads,  colors,  peg  boards,  and  paper  work. 
It  is  surprising  what  they  accomplish. 

"The  story  of  Noah's  life  is  told  and  retold  while  teach- 
ers and  children  are  busy  with  sewing  the  outlines  of  a 
boat  on  cardboard.  Many  points  in  the  life  of  Christ  are 
brought  out  by  the  use  of  a  fish  and  making  the  cross  on 
the  peg  boards.  So  these  little  ones  are  taught  and  de- 
light in  the  teaching. 

"Again,  simple  prayers  are  being  taught,  one  for  rising, 
one  for  blessing  at  meals,  one  for  retiring  at  night.  Stan- 
zas of  Hymns  of  our  Church  are  also  being  taught. 

"Now,  whether  or  not  this  conforms  to  the  idea  of  the 
General  Council  and  again  of  the  Ministerium  of  Penn- 
sylvania, I  know  not.  We  are  doing  what  we  can  with  no 
rules  to  guide,  no  instruction  to  lead.  We  know  that  we 
are  doing  good  with  the  limited  means  at  command.  We 
realize  also  that  an  experienced  teacher  and  regular  every 
day  work  in  class  room  would  be  of  inestimable  value, 
we  are  doing  what  we  can  and  doing  that  to  the  best  of 
our  ability. 

"Will  you  kindly  tell  us  what  you  mean  by  a 
Christian  Kindergarten  according  to  the  sense  and  mean- 
ing advanced  in  the  General  Council  at  its  Norristown 
meeting,  and  lay  out  a  general  plan  of  work,  and  the 
methods  and  means  to  be  used?" 


A  Christian  Kindergarten  and  Parish  School  in  Kentucky. 
In  the  fall  of  1904  the  Kev.  F.  C.  Longaker,  of  St. 
Mark's  English  Lutheran  Chnrch,  of  Newport,  Ken- 
tucky, opened  a  parish  school,  and  enrolled  nearly  all 
49 


the  children  of  his  parish  therein.  The  school  has 
been  in  successful  operation  from  that  day  until  the 
present  time.  Several  weeks  before  Advent,  the 
pastor  preached  a  sermon  to  his  congregation  on 
"Christian  Education,"  announcing  that  the  school 
would  be  begun,  and  outlining  the  course  of  study  to 
be  pursued.  The  opening  day  was  announced,  and 
the  scholars  came,  with  the  result  as  stated. 

Fortunately  the  city  board  of  education  of  New- 
port has  a  rule  to  the  effect,  that  pupils  whose  par- 
ents desire  them  to  pursue  a  special  course  of  study 
may  be  excused  without  prejudice  one-half  day  each 
week.  In  order  to  show  that  the  scholars  were  really 
in  attendance  at  such  a  special  course  of  studly,  it  is 
necessary  to  provide  each  of  the  scholars  of  this 
Lutheran  parish  school  with  an  attendance  card, 
which  they  hand  to  the  teacher  of  the  public  school. 
The  following  is  the  sample  of  the  attendance  card : 

BIBLE    SCHOOL. 

Attendance   Card. 

This   certifies   that is  enrolled   In 

the  Bible  School  of  St.  Mark's  Church,  of  Newport,  Ky.,  and  is 
to  be  excused  from  attendance  at  the  Public  Schools  each  Friday 
afternoon.  This  request  is  based  on  rule  60  of  the  Rules  and 
Regulations  of  the  Board  of  Education,  of  Newport,   Ky. 


Pastor. 


Parent  or  Guardian. 

50 


A.8  to  -fche  work  itself  that  is  being  done  in  this 
Englisli  parish  school,  the  pastor  makes  the  follow- 
ing statement : 

"This  year  we  are  teaching  the  Wonder  Stories 
to  all  the  children  up  to  eight  years  of  age.  Those 
eight  and  nine  years  of  age  are  studying  Picture- 
land.    All  over  nine  have  been  assigned  Bible  Story. 

"Next  year  those  who  have  had  Bible  Story  this 
year  will  be  advanced  to  Bible  Readings;  those  who 
have  had  Pictureland  will  be  promoted  to  Bible 
Story,  except  those  who  are  now  eight  years  of  age; 
they  will  go  over  Pictureland  again;  and  of  those 
who  have  had  Wonderland  two  divisions  will  also 
be  made — those  not  yet  seven,  will  repeat  Wonder- 
land while  those  who  have  reached  seven  will  be 
promoted  to  Workland.  That  will  then  complete  the 
grading  of  the  Primary  Department,  while  in  the 
other  it  will  have  to  go  on  for  several  years  until 
those  who  are  now  studying  Bible  Story  will  have 
completed  the  series. 

"In  addition  to  this,  those  over  ten  are  required  to 
make  a  vigorous  use  of  the  Catechism.  From  ten 
to  eleven  years  of  age  they  study  the  Command- 
ments and  Creed,  with  explanations  and  texts;  from 
eleven  to  twelve,  the  Lord's  Prayer,  Baptism  and  the 
Sacrament  of  the  Altar,  with  explanations  and  texts. 
For  these  two  classes  we  use  the  General  Council's 
61 


edition  of  the  Small  Catechism.  From  twelve  to 
thirteen  thef^  study  the  169  Questions  and  Answers, 
Freylinghausen's  Order,  Short  Propositions,  and  the 
Systematic  Arrangement;  from  thirteen  to  fourteen 
they  are  assigned  the  Analysis  of  the  Catechism, 
Office  of  the  Keys  and  Confession,  Christian  Ques- 
tions and  Answers,  List  of  Scripture  Passages,  Ex- 
amination of  Catechumens.  At  this  point  the  Rite 
of  Confirmation  is  administered  to  all  who  apply  for 
the  same  to  the  Church  Council  and  are  found 
worthy.  Also  during  the  last  two  years  we  con- 
stantly review  what  we  have  had  before. 

"Our  force  of  teachers  is  small,  so  small,  indeed, 
that  the  work  is  exceedingly  hard.  My  wife,  and  a 
young  woman  of  the  congregation  and  I  constitute 
the  teaching  corps.  Some  day  we  hope  to  be  able 
to  augment  this  number  by  calling  a  parish  Dea- 
coness or  two;  but  of  that  time  we  must  still  think 
as  some  "sweet  day  in  the  bye  and  bye." 

"Besides  the  Bible  School,  we  maintain  a  Chris- 
tian Kindergarten,  taught  by  two  of  our  young 
women.  This  school  enrolls  some  forty  tots  from 
the  immediate  neighborhood  in  which  the  church  is 
located.  Many  of  them  come  from  churchless  homes, 
and  are  becoming  members  of  our  Sunday-school,  as 
well  as  an  entering  wedge  into  their  homes. 
52 


"Such  is  in  brief  the  educational  system  of  oui 
congregation.  What  it  is  worth,  the  future  alone 
will  reveal.  I  want  to  add  only,  that  it  is  my  hope 
and  prayer  that  all  our  congregations  will  speedily 
see  the  necessity  of  such  schools.  If  they  do  not,  I 
shall  yet  tremble  for  my  country." 

Action  of  the  Church. 

The  General  Council  took  complete  and  extensive 
action  looking  to  the  establishment  of  Christian 
Kindergartens  and  Normal  Training  Schools  to  pro- 
vide an  abundance  of  teachers.  This  was  in  1903. 
This  action  is  printed  in  a  small  eight-page  leaflet 
known  as  Sunday-school  Sparks  No.  5,  and  can  be 
had  at  the  General  Council  Publication  House,  1522 
Arch  St.,  Philadelphia,  by  sending  on  two  two-cent 
stamps.  In  1905  the  Ministerium  of  Pennsylvania 
took  the  following  further  action: 

THE    MINISTERIUM   OF    PENNSYLVANIA   ON   CHRISTIAN 
KINDERGARTENS. 

In  order  to  reach  a  practical  application  to  the 
principles  set  forth  by  the  General  Council  on  this 
important  subject,  with  which  this  Ministerium  is 
in  full  sympathy,  be  it 

Resolved,  That  a  Seminary  for  the  training  of 
teachers  for  Christian  Kindergartens  be  established 
53 


in  connection  with  the  Mary  J.  Drexel  Home  and 
Philadelphia  Motherhouse  of  Deaconesses. 

The  pastor  of  the  Motherhouse  to  be  the  principal 
of  the  proposed  Seminary. 

The  principal  to  appoint  all  the  teachers. 

A  six  months'  course  is  to  be  mapped  out. 

An  English  literature  on  the  subject  is  to  be  cre- 
ated as  speedily  as  possible. 

The  women  of  our  congregations  are  asked  to  in- 
terest themselves  in  this  cause. 

The  committee  was  instructed  to  lay  this  plan  be- 
fore the  Board  of  the  Mary  J.  Drexel  Institute  and 
Motherhouse  of  Deaconesses,  and  seek  to  obtain  its 
co-operation ;  and  that  the  school  be  opened  not  later 
than  September,  1906. 

The  Mary  J.  Drexel  Deaconess  Home,  2100  College 
Avenue,  Philadelphia,  Pa.,  the  Rev.  Carl  Goedel, 
rector,  has  for  years  been  conducting  a  model  Chris- 
tian Kindergarten  or  Little  Children's  School.  The 
school  is  in  charge  of  a  deaconess  or  teaching  sister, 
who  has  several  assistants  to  aid  her.  The  children 
are  gathered  from  the  neighborhood,  a  number  of 
them  from  the  lower  classes,  and  the  parents  of  some, 
people  of  culture.     The  instruction  is  in  German. 

The  little  ones  have  a  large  room  in  the  Home  to 
themselves,  another  place  in  which  to  eat  their 
54 


luncheon,  and  a  room  in  which  they  are  put  to  bed 
for  a  little  while  during  the  noon  hour,  and  take  a 
short  nap. 

Through  the  kindness  of  Rector  Goedel,  the  fol- 
lowing lesson  plan,  followed  by  the  teaching  sister 
of  the  school,  has  been  furnished  for  use  here: 

Lessan  Plan  for  the  Kindergarten  at  the  Mary  J.  Drexel 
Home. 

The  children  gather  in  the  morning  from  half  past 
eight  to  ten  o'clock.  At  this  time  they  are  allowed  to 
play  as  they  like,  some  build,  others  play  school.  (It  is 
at  times  quite  interesting  as  to  the  thought  these  little 
ones  put  into  play.)  At  a  quarter  after  ten  we  begin 
with  a  praj-er  and  a  hymn,  after  which  the  Bible  History 
is  told  in  an  interesting  manner,  a  short  Bible  verse 
and  hymn  pertaining  to  the  Bible  lesson  is  taught  the 
children.  In  teaching  the  Bible  stories  we  go  according 
to  the  Church  Year.  Between  Trinity  and  Advent  the 
lessons  are  taken  from  tne  Old  Testament,  and  from 
Advent  to  Trinity  the  lessons  from  the  New  Testament 
are  used.  The  children  like  it  far  better  when  the 
lessons  are  told,  using  the  direct  words  of  the  Bible, 
which,  of  course,  must  be  explained,  and  often  ques- 
tions arise  from  the  little  ones,  if  Grod  or  Christ  really 
said  this  or  that. 

That  the  children  do  not  sit  still  for  any  length  of  time 
is  quite  natural,  therefore  we  let  them  do  a  few  move- 
ment exercises  which  are  often  accompanied  by  songs, 
while   staying    at   their    respective   places.      After   which 

55 


the  object  lesson  is  given,  a  picture  or  an  object  in  sight 
being  used.  This  is  made  as  entertaining  as  possible, 
and  a  small  poem  follows,  relative  to  the  lesson. 

From  11.30  to  12,  luncheon. 

From  12  to  1,  movement  games,  or  if  the  weather  per- 
mits, out-door  sport. 

An  hour  for  rest  is  then  very  necessary  and  many  of 
the  little  ones  take  a  nap. 

The  afternoon  hours  are  used  in  teaching  the  Gifts 
which  Frobel  and  others  have  so  beautifully  arranged  for 
the  children,  and  which  they  like  to  do. 

At  three  o'clock  all  materials  are  gathered  together  and 
after  another  lunch,  followed  by  prayer  and  a  hymn  the 
little  ones  are  ready  to  go  home  and  they  depart  happily. 

It  can  be  mentioned  here  that  the  children  during  this 
time  learn  a  great  many  useful  things,  but  they  also  for- 
get many  things — which  is  sometimes  convenient.  This 
we  can  see  from  what  one  of  them  told  me  not  long  ago. 
He  was  speaking  of  some  one  who  had  used  profane  lan- 
guage on  the  street  and  at  home,  and  so  the  little  boy 
said,  "I  used  to  say  bad  words  too,  but  since  I  come  to  the 
Kindergarten  I  have  forgotten  them." 

Several  Christian  Kindergartens,  conducted  in  the 
English  language,  are  already  established  and  flour- 
ishing. Among  the  pioneers  in  this  line  is  Miss 
S.  Alice  Cooper,  who  took  a  thorough  course  in  the 
work  in  the  Mary  J.  Drexel  Home,  and  who  is  con- 
ducting her  Kindergarten  at  No.  31  North  Twelfth 
street,  Allentown,  Pa.  She  follows  the  methods  of 
the  Mary  J.  Drexel  Home,  and  at  the  request  of  the 
56 


writer  has  described  her  experience  and  her  methods 
as  follows: 

Miss  Cooper's  Plan  and  Order  of  Lessons. 

I  started  with  four  little  children,  but  the  program 
that  first  Monday  morning  was  the  same  as  the  Monday 
of  this  week  with  the  children  now  enrolled. 

The  children  come  to  Kindergarten  about  half  past 
nine  in  the  morning.  The  "early  birds"  amuse  themselves 
with  blocks  and  games,  toys,  spools,  etc.,  until  about  five 
minutes  of  ten  when  I  ask  them  to  please  put  every  toy 
and  plaything  away,  which  is  done  in  a  very  short  time. 
The  children  then  take  their  regular  places  at  the  tables 
when  school  begins  on  a  Monday  momrag. 

Every  Monday  morning  the  first  verse  of  a  new  hymn 
out  of  the  Little  Children's  Book  is  taught  them.  L/ast 
Monday  morning  I  took  the  beautiful  hymn  called  "God 
will  take  care  of  you  all  through  the  day."  I  give  them 
the  words  first  and  they  repeat  line  after  line  not  more 
than  three  times  though  very  often  I  ask  a  child  to  rei)eat 
the  verse  alone  which  helps  the  others  to  pronounce  the 
words  correctly.  Then  I  sing  it  for  them  so  they  get  the 
air,  and  we  all  sing  the  verse  twice,  and  then  not  again 
that  day. 

After  this  they  sing  three  or  four  hymns  which  they  do 
know,  and  one  of  these  must  be  "The  Morning  Bright 
With  Rosy  Light,"  for  no  matter  how  bad  the  weather 
is  outside  they  love  to  sing  that  little  hymn. 

While  singing,  the  children  stand  erect  with  hands 
clasped  behind  them,  and  after  we  have  finished  singing, 
I  ask  them  to  fold  their  little  hands  and  look  down  on 
them,  and  we  repeat  the  morning  prayer.  So  far  they 
have  learned   four  different   little  morning  prayers  so  I 

57 


change  off  from  week  to  week.     This  week  they  repeated 
this  prayer : 

"Father  keep  me  all  day  long 
From  all  hurtful  things  and  wrong, 
Make  me  Thy  obedient  child, 
Make  me  loving,  gentle,  mild." — Amen. 

I  then  call  the  roll  and  each  child  responds  to  his  or  her 
name,  which  as  one  little  boy  said,  "was  just  like  they  did 
at  public  school  where  he  had  visited  at  one  time." 

After  this  I  place  the  tables  and  benches  so  that  they 
all  have  plenty  of  room  to  do  their  gymnastics,  and  this 
is  indeed  a  very  pretty  sight,  for  some  of  the  children  are 
so  little,  but  want  to  do  them,  and  isucceed  as  well  as 
the  larger  ones. 

This  occupies  from  ten  to  fifteen  minutes,  when  they 
all  take  their  seats  and  sit  erect  with  arms  folded  ready 
to  hear  a  new  Bible  story.  Monday  I  told  the  Bible  story 
"Christ  Stilling  the  Storm."  The  language,  understand, 
is  the  Bible  language,  but  I  give  it  to  them  in  simple 
words,  so  as  to  make  it  interesting  and  that  they  may 
understand  it.  By  this  time  it  is  very  nearly  eleven 
o'clock  and  time  for  work, 

Monday  morning  we  had  a  building  lesson  with  Gift 
No.  4.  I  give  each  child  a  box  which  contains  eight  ob- 
long blocks  and  with  a  great  deal  of  patience,  training 
and  time,  I  have  succeeded  in  getting  them  to  use  this 
Gift  beautifully.  A  few  minutes  before  putting  them  away, 
the  children  are  given  i)ermission  to  build  just  what  they 
desire,  and  how  clever  and  bright  some  are  in  their  im- 
aginations ! 

At  eleven-thirty  these  are  all  put  back  in  their  places, 
the  children  and  I  have  to  hear  the  clock  tick  before  get- 
ting their  wraps   to  go  home  for  dinner.     Those  who  go 

68 


home  for  dinner  do  not  return  until  around  one  o'clock, 
when  the  afternoon  session  begins.  There  are  alway^s 
some  who  bring  lunch,  because  of  the  distance,  and  we 
have  a  regular  picnic. 

No  matter  how  hungry  they  may  be  they  never  think 
of  opening  their  lunch  baskets  until  we  have  offered 
grace.  If  the  air  is  fresh  and  clear,  no  matter  how  cold 
it  may  be,  these  children  must  go  out  of  doors,  if  only 
for  fifteen  minutes  before  school  begins  in  the  afternoon. 

At  one  o'clock  every  child  is  at  his  or  her  place,  and 
this  is  the  time  of  day  when  all  must  have  a  drink  of 
fresh  water  after  which  they  all  put  down  their  little 
heads  resting  them  on  their  arms  for  about  fifteen  min- 
utes during  which  time  I  insist  on  perfect  order. 

About  one-thirty  every  child  sits  up  and  is  ready  for 
the  object  lesson.  This  week  I  took  the  boat  and  the 
ship  because  of  the  Bible  story.  Monday  I  told  them 
about  the  different  kinds  of  ships  and  boats.  For  the 
object  lesson  I  take  but  ten  to  fifteen  minutes  every  day. 

After  the  object  lesson  I  begin  with  a  new  piece  of 
poetry  and  gave  them  the  first  verse  of  it  called  "The 
Eskimo."  With  a  poem  I  do  the  same  as  with  a  hymn 
or  a  song.  It  is  now  about  two  o'clock  and  we  are  all 
ready  for  the  afternoon  work. 

Monday  afternoon  we  sewed  cards,  and  the  boys  en- 
joyed sewing  as  much  as  the  girls.  We  sew  until  2.30. 
Then  everything  is  put  away  in  its  place,  and  I  arrange 
the  two  tables  and  benches  in  such  a  way  as  to  occupy 
the  smallest  space,  and  we  all  form  a  ring  and  play  one 
game  after  another,  have  the  grand  march  as  the  last,  and 
promptly  at  2.50  every  child  has  again  returned  to  his 
or  her  place  ready  to  close  school. 

This   week  we   learned   as   the   closing  song  the   little 

59 


Grennan  song,  "Wenn  die  Schule  geschlossen."  We  then 
repeat  the  words  "The  Lord  watch  between  thee  and  me 
when  we  are  absent  one  from  another,"  and  the  Lord's 
Prayer. 

Then  the  children  get  their  wraps  and  after  every  one  is 
bundled  up  and  we  hear  the  clock  tick,  school  is  dis- 
missed. Tuesday  I  taught  them  the  second  verse  of  the 
morning  hymn,  and  the  Bible  story  was  told  the  same 
way  as  Monday.  The  work  for  Tuesday  morning  was 
ring  laying,  and  for  the  afternoon  another  verse  of  the 
poem  was  given,  and  several  lines  of  a  suitable  song  about 
the  wind  was  taught  them.  The  different  parts  of  the 
ships  and  boats  were  explained  and  the  afternoon  work 
was  pricking.  The  closing  song  was  again  gone  over 
and  we  closed  as  usual. 

Wednesday  is  the  same  as  Tuesday,  Bible  story  again 
told  them,  the  work  of  the  different  employes  explained, 
and  also  the  use  of  boats  and  ships,  more  of  the  "Wind" 
song  learned.  The  vwrk  for  Wednesday  morning  was 
building  with  cubes,  Gift  No.  5,  and  the  work  for  the 
afternoon  was  weaving.     The  closing  is  as  usual. 

Thursday  for  the  first  time  I  begin  to  ask  questions  on 
the  Bible  story  and  the  object  lesson,  and  it  is  wonderful 
how  both  have  been  impressed  on  their  minds  for  they 
answer  beautifully.  The  work  for  Thursday  morning  is 
making  straight  lines  on  their  slates,  in  the  afternoon 
they  make  chains  by  stringing  disks  of  colored  straw 
and  paper. 

Friday  a  repetition  of  the  week's  work,  and  in  the 
morning  they  have  parquetry  work,  and  in  the  afternoon 
all  work  is  done  away  with,  and  from  2  to  3  we  have  a 
jolly   good   time,  singing,    playing,   etc.,   it  being   Friday. 

There  is  clay  modeling,  stick  laying,  pea  and  wire  work, 

60 


bead  stringing,  putting  sliced  animals  together,  paper 
folding,  peg  board  work,  paper  cutting,  etc.,  so  that  the 
children  do  one  kind  of  work  but  once  a  week,  and  then 
they  never  tire  of  it  and  are  ready  to  do  whatever  I  ask 
of  them. 

From  Thanksgiving  to  Christmas  I  was  kept  very  busy 
preparing  for  the  Christmas  entertainment  which  passed 
off  nicely. 

Every  child's  birthday  is  celebrated  at  Kindergarten, 
and  that  afternoon  the  work  is  laid  aside,  and  the  child 
has  a  Birthday  Party.  It  has  the  privilege  of  choosing 
games,  songs,  etc.  A  few  delicacies  are  enjoyed  by  the 
children  and  a  very  pleasant  afternoon  is  sjyent. 

I  cannot  say  enough  of  the  excellent  way  in  which  Sis- 
ter Anna  Marie  Enderline  at  the  Mary  J.  Drexel  Home, 
trained  Miss  Hess  and  myself  to  become  Kindergartners. 
True  enough,  we  learned  much  from  our  books,  but  a  great 
deal  more  by  doing  practical  work,  and  being  with  sixty 
and  seventy  children  every  day  for  a  year;  and  I  would 
advise  any  girl  to  go  to  a  school  like  the  Mary  J.  Drexel 
Home,  and  learn  in  this  Christian  Kindergarten,  if  they 
desire  to  become  Kindergartners. 

I  am  just  wrapped  up  in  the  work  and  know  I  would 
be  happy  in  none  other. 

At  the  convention  of  the  Ministerium  at  Lancas- 
ter, the  Rev.  C.  L.  Fry  declared  his  intention  to  es- 
tablish a  Daily  Christian  Kindergarten  in  St.  Luke's, 
Philadelphia,  which  was  opened,  we  believe,  in  Sep- 
tember, 1905,  under  the  teaching  of  a  Deaconess,  and 
which  lias  been  conducted  very  successfully.  It 
charges  a  small  fee  to  parents. 
61 


Order  of  Lessons 

in 

St.    Luke's  Christian   Kindergarten, 

Philadelphia,   Fa. 

The   Rev.   C.   L.   Fry.    Pastor. 
Miss   Martha   Weiskotten,    Kindergarten   Teacher. 

8.30 — 9.00  A.  M. — Children  assemble  with  nurses — each  child 
hanging   its  wraps  on   the   hook  assigned  it. 

9.00 — 9,10  A.  M. — Opening  Ex. — Singing:  23d  Psalm:  and  Lord's 
Prayer   (chanted). 

9.10—9.30  A.  M. — Biblical  Stories  from  Wonderland,  Golden  Text, 
and  Commandments. 

9.30—9.45  A.  M.— Religious   Hymns   or   Secular   Songs. 

9.45—9.50  A.  M.— Short  March  and  Physical  Exercise. 

9.50 — 9.55  A.   M. — Numeration. 

9.55 — 10.15  A.  M. — Merry  Songs  and  Games. 

10.15 — 10.30  A.  M. — Luncheon  preceded  by  grace,  "Come,  Lord, 
Jesus,"  etc.,  and  followed  by  "Oh  give 
thanks  unto  the  Lord,  for  He  is  good,  and 
His  mercy  endureth  forever." 

10.30 — 11.05  A.  M. — Monday,   Sewing  Cards. 

Tuesday,   Paper   Folding  or  Building. 

Wednesday,   Weaving. 

Thursday,   Parquetry  Work. 

Friday,    Phonetics,    Drawing,    and    Sticklaying. 

11.05 — 11.25  A.  M. — Monday,   Object  Lesson. 
Tuesday,   Story. 
Wednesday,   Object  Lesson. 
Thursday,   Story. 
Friday,   Object  Lesson. 
Closing   Exercises. 
11.25—11.30  A.  M.— Singing  and  Prayer. 

(The    "stories"    are   largely    translated    from 
the  German.) 

62 


Some  Practical   Questions  Answered  by  Rev.   Fry. 

In  order  that  the  information  here  given  may  be  aa 
definite  and  valuable  as  possible,  the  writer  has  interro- 
gated the  pastor  of  the  Kindergarten  on  a  great  many 
points,  all  of  which  have  been  fully  answered  as  follows : 

1.  How  did  you  organize  this  Kindergarten?  Did 
you  bring  the  matter  befoi-e  your  church  council?  How 
is  it  maintained  financially? 

Answer :  "The  first  thing  I  did  was  to  interest  my 
Luther  League  in  securing  enough  money  for  a  guarantee? 
fund,  to  suflSce  for  making  up  any  deficit  in  the  first 
year's  income  from  the  children's  fees.  This  the  League 
did  without  any  one's  mentioning  a  bazaar  or  entertain- 
ment. Its  plan  was  to  appoint  a  committee  to  personally 
see  such  church  members  as  were  interested  in  the  new 
project,  and  ask  their  subscription.  As  the  result  they 
reported  $263.25.  This  money  they  turned  over  to  the 
Church  Board  for  its  management  of  the  Kindergarten. 
The  teacher  collects  each  child's  fees  each  week  (15  cents 
per  week),  and  hands  the  amount  to  the  Board  on  the 
first  Tuesday  of  each  month.  The  Board  pays  her  her 
salary  out  of  this  amount  and  the  balance  of  the  salary 
($400  a  year)  is  paid  from  the  guarantee  fund." 

2.  How  did  you  secure  the  teaching  Sister?  Has  she, 
or  has  your  school,  any  connection  with  the  Mary 
Drexel  Home? 

Answer :  "Our  teacher  took  her  course  of  training  at 
the  Mary  J.  Drexel  Home,  and  had  resigned  her  position 
in  a  Grcrman  Kindergarten,  when,  through  her  sister,  our 
organist,  we  found  that  she  was  available.  All  negotia- 
tions were  carried  on  directly  with  her,  since  she  is  living 
at  her  own  home." 

3.  How  did  you  bring  the  matter  before  your  congre- 

63 


gation?     Did  you   annouTice   it,   or  did   you  distribute  a 
printed  circular  making  the  announcement? 

Answer  :  "After  the  Board  had  approved  it,  I  announced 
the  project  to  the  congregation  asking  for  volunteers  to 
visit  the  homes  within  three  blocks  from  the  church  in 
each  direction.  Each  visitor  was  assigned  a  specific  por- 
tion of  this  district,  and  callfed  on  every  Protestant  family 
which  has  little  children  between  8%  and  6  years  old,  to 
explain  the  plan,  laying  special  emphasis  on  the  distinc- 
tive Christian  character  of  the  Kindergarten." 

4.  What  is  the  financial  arrangement,  on  the  one  side 
with  the  Sister  and  the  Deaconess  House  and,  on  the 
other  side  with  the  parents  of  the  children?  Is  the  salary 
paid  to  the  Deaconess  House  or  to  the  Sister  ?  How  much 
and  through  whom  and  when  are  the  amounts  collected? 
It  is  my  wish  to  place  before  our  pastors  and  congrega- 
tions an  exact  way  by  which  they  can  go  about  things; 
and  also  to  afford  our  committees  light  for  discussion  as 
to  method.  One  of  the  first  questions  we  meet  on  the 
part  of  inquiring  congregations  is  the  nature  of  the 
finances. 

Answer :  "This  question  is  fully  answered  in  No.  1." 

5.  How  many  children  belong  to  the  school,  and  what 
is  the  average  attendance? 

Answer :  "Fifty  children  ai-e  on  the  roll.  During  the 
cold  months  of  December,  January,  February  and  March, 
the  average  attendance  is  less  than  one-half.  But  during 
April,  May,  June,  September,  October  and  November,  the 
average  attendance  is  over  90  per  cent.  The  little  ones 
love  their  Kindergarten  dearly  and  are  very  unwilling 
to  stay  away." 

6.  When  did  you  first  start,  and  what  can  you  say  for 
the  school  now  as  to  the  interest  and  regularity  of  the 

64 


children,    and    the    satisfaction    of   the    congregation   and 
parents? 

Answer :  "We  started  on  the  same  day  when  the  public 
schools  began.  Parents  are  delighted  with  their  chil- 
dren's progress.     Not  a  solitary  exception." 

7.  Why  have  you  selected  the  morning  rather  than 
the  afternoon  for  the  meeting  of  the  Kindergarten? 

Answer :  "Children's  faculties  are  most  alert  in  the 
morning.     They  are  drowsier  in  the  afternoon." 

8.  Do  you  not  find  8.30  to  5^  too  early  an  hour  for 
very  small  children  ? 

Answer :  "No,  for  they  go  to  bed  early." 

9.  What  is  the  average  age  of  your  children? 
Answer :  "4%  years  to  5  years." 

10.  How  young  is  the  youngest  and  how  old  is  the 
oldest? 

Answer :  "3i/^  and  6^4  years." 

11.  Do  the  nurses  remain?     "No." 

Are  they  in  some  cases  an  older  sister  or  brother  who 
is  a  care  taker? 

Answer :  "Usually  it  is  the  mother  or  older  sister  who 
bring  them  at  8.50,  and  call  for  them  at  11.30.  No  aid 
in  maintaining  order  is  needed.  In  seeing  the  children  at 
play,  you  would  suppose  they  were  under  no  restraint 
at  all,  yet  the  instant  the  teacher  speaks,  they  respond 
like  soldiers  at  the  command  of  a  general.  This  happy 
combination,  perfect  spontaniety  with  absolute  discipline, 
is  one  of  the  most  remarkable  features." 

12.  How  about  very  poor  children? 

Answer :  "Children  whose  parents  cannot  afford  to  pay 
anything  are  received  free  of  charge  and  have  precisely 
the  same  privileges  as  the  others." 

65 


13.  Do  the  children  have  any  voluntary  plays  be- 
tween 8.30  or  9?  Or  how  do  those  that  come  early  pass 
the  time? 

Answer :  "Yes,  the  early  comers  play  together  until 
school  hour  at  their  own  sweet  will.  Yet  never  once 
have  they  been  known  to  disturb  anything.  I  would  not 
have  believed  this  to  be  possible,  but  it  is  a  fact." 

14.  Of  what  does  the  luncheon  at  10.15  consist?  Is 
it  served  in  a  separate  room,  on  an  improvised  table,  or 
dealt  out  to  the  children  in  their  seats? 

Answer :  "Each  child  brings  his  own  little  basket  with 
lunch,  perhaps  an  apple  and  pretzel,  perhaps  a  sand- 
wich. When  the  proper  signal  is  given,  each  one  goes  to 
his  own  hook  for  wraps,  gets  his  basket,  takes  it  back  to 
his  chair,  and  after  grace  is  said,  eats  it,  then  repeats  the 
sentence  of  thanksgiving,  returns  the  basket  to  the  hook, 
and  proceeds  with  his  work." 

15.  What  is  the  best  furniture  for  such  a  school? 

Answer :  "A  large  open  space,  low  benches  or  little 
chairs  and  long  tables  or  desks.  The  entire  surface  of 
the  long  desks,  8  feet  in  length  (or  as  short  as  5^^  feet 
if  preferred,  or  any  size  between)  ought  to  be  marked  off 
in  little  squares  of  one  inch  each,  for  the  placing  of  the 
blocks.  The  size  of  some  of  these  blocks  is  2  by  1  inches, 
others  3  by  2,  others  1  by  1,  etc.  Any  planing  mill  will 
make  them.  One  side  of  the  blackboard  ought  also  be 
indelibly  ruled  in  squares.  Strips  of  colored  paper  of 
every  shade  are  the  waste  cuttings  of  printing  offices.  A 
complete  set  of  Scripture  pictures  is  indispensable.  Each 
child  should  have  a  small  slate,  with  pencil.  The  outfit 
is  thus  not  elaborate  or  expensive." 

66 


16.  Where  are  supplies  secured  in  Philadelphia  for  the 
Kindergarten  features,  for  sewing  cards,  paper-folding, 
parquetry,  stick  laying,  etc.? 

Answer :  "The  best  place  to  secure  Kindergarten  sup- 
plies of  all  descriptions  is  Milton  Bradley  Co.,  Spring- 
field, Mass.  Philadelphia  office,  1215  Arch  Street,  L.  L. 
Naramore,  manager." 

17.  Give  a  few  sample  titles  of  object  lessons. 

Answer: 

"The  Bee. 
The  Four  Seasons. 
The  Human  Body." 

Give  a  few  titles  of  stories. 

Answer: 

"The  Boy  Who  Would  Jump  the  Wagons. 
Some  Fables. 
In  a  Snow-drift." 


Describe  a   few  of  the  objects  made   in   sewing   cards. 

Answer :  "I  try  to  choose  objects  sewed  out  on  cards 
so  that  they  will  have  some  connection  with  the  object 
lessons  or  stories  or  time  of  the  year.  For  instance,  if 
we  are  telling  the  story  of  the  "Cat,"  the  object  we  sew 
is  a  cat.  At  Christmas  we  sew  a  star  or  a  holly  branch. 
On  Washington's  birthday,  cherries  or  flag.  Thanksgiving 
day,  a  turkey.  Easter,  a  rabbit.  Besides  these  I  make 
geometrical  figures,  circles,  squares,  separate  and  com- 
bined. Also  balloons  and  many,  many  other  things.  The 
teacher  must  use  her  judgment  taking  into  consideration 
the  age  and  ability  of  the  child." 

67 


What  objects  are  made  in  the  paper  folding? 
Answer :   "Boats,  kites,   picture  frames,  clocks,   chick- 
ens, baskets,  etc.,  can  be  made." 

How  is  parquetry  work  and  how  is  drawing  taught? 

Answer :  "We  teach  the  first  principles  in  drawin'g. 
Parquetry  work  can  be  made  by  stringing  circular  par- 
quetry and  straws  alternately.  This  makes  quite  a  pretty 
chain.  A  watch,  designs,  lamps  and  angles  can  also  be 
made." 

18.  Do  you  use  pictures  in  the  Kindergarten,  and 
tell  stories  from  pictures,  such  picture  charts  of  ani- 
mals as,  for  instance,  we  find  at  the  Mary  Drexel  Home? 

Answer :  "Rev.  Fry  kindly  secured  the  same  pictures  of 
animals  and  the  Seasons  that  Sister  Anna  Marie  has, 
and  I  use  them  to  illustrate  songs  as  well  as  the  stories." 

19.  Is  the  singing  without  instruments? 

Answer:  "The  piano  is  very  helpful  and  I  ur^  it,  but 
my  dear  little  ones  can  sing  just  as  well  without  it." 

20.  At  the  close  of  the  session  does  the  teacher  offer 
a  prayer? 

Answer :  "At  the  close  of  the  session  the  whole  class 
joins  in  repeating  either  of  the  following  prayers : 

"Jesus,   tender  Shepherd,  hear  me. 

Bless  Thy  little  lamb  tonight,"  etc. 

Bless  us,   dear  Lord  Jesus. 

Forgive  us.  dear  Lord  Jesus. 

Help  us,  dear  Lord  Jesus. 

May  we  love  Thee. 

May  we  trust  Thee. 

May  we  obey  Thee. 

May  we  be  like  Thee. 

And  at  last  may  we  see  Thee. 

And  be  with  Thee  forever. 

In  Thy  heavenly  home. 

For  Thy  mercy's  sake.     Amen." 

68 


21.  Are  the  religious  hymns  or  secular  songs  which 
you  teach  from  9.30  to  9.45,  the  ones  that  are  utilized  at 
the  opening  and  closing  of  the  services  and  during  the 
period  from  9.55  to  10.15? 

Answer :  "Most  assuredly." 

22.  Mention  a  few  of  the  hymns  and  songs. 
Answer : 

"Saviour,  teach  me  day  by  day,"  etc. 

I  am  Jesus  Little  Lamb. 

Song  of  the  Big  Bass  Drum. 

Fire  Song. 

The  Christmas  Tree. 

The  Blacksmith. 

The  Mill. 

The  Cat  and  the  Mouse. 

Give  an  idea  of  the  physical  exercise  and  state  how 
phonetics  are  taught. 

Answer :  "The  physical  exercise  consists  of  the  arm, 
leg  and  joint  movements.  In  teaching  phonetics  the  sim- 
plest form  is  used.  We  teach  them  the  vowel  sounds  first 
and  then  gradually  add  the  consonants,  thus  forming 
words." 


The  Kev.  F.  E.  Cooper,  of  South  Bethlehem,  Pa., 
who  has  translated  the  normal  text-book  of  Ranke, 
which  should  appear  shortly,  for  the  use  of  young 
women  who  are  to  be  trained  by  the  Church  and  go 
forth  to  establish  Christian  Kindergartens  in  our 
congregations,  has  had  a  successful  Kindergarten  in 
operation  in  the  chapel  of  his  St.  Mark's  congrega- 
tion, South  Bethlehem,  since  October  31,  1905,  and 
has  furnished  us  with  the  following  plan  or  order: 


Order  of  St.  Mark's  Kindergarten,  S.  Bethlehem,  Pa. 


The  Rey.  F.   E.  Cooper,  Pastor. 
Miss  Helen  Graham,  Teacher. 


MONDAY. 


9.00 —  9.30 — Opening  Exercises 


9.30—  9.50— Writing. 

9.50— 10.00— Physical  Culture. 
10.00— 10.20— Recess. 
10.20— 10.40— Blocks. 


Song. 

Prayer. 

Song. 

Roll  Call. 

Bible  Story. 

Song. 

March. 
10.40 — 11.00 — Memory  iiema  and 

Singing. 
11.00 — 11.30 — Closing  Exercises. 


TUESDAY. 


9.00—  9.30— Opening  Exercises 
9.30—  9.50— Paper  Cutting  and 

Folding. 
9.50— 10.00— Physical  Culture. 

10.00— 10.20— Recess. 

10.20— 10.40— Stick  Laying. 


with 


10.40— 10.50— Exercise 
Balls. 

10.50 — 11.1.5 — Reproduction  Sto- 
ries and  Sing- 
ing. 

11.15 — 11.30 — Closing  Exercise. 


WEDNESDAY. 

30 — Opening  Exercises        10.20 — 10.40 — Oblong  Blocks. 


9.00— 

9.30—  9.50— Drawing 
9.50 — 10.00 — Physical  Culture 
10.00— 10.20— Recess. 


10.40 — 11.00 — Memory  Gems  and 

Singing. 
11.00 — 11.30 — Closing  Exercises. 


THURSDAY. 


9.00—  9.30— Opening  Exercises 
9.30 —  9.50 — Sewing  Cards. 
9.50 — 10.00 — Physical  Culture. 

10.00— 10.20— Recess. 

10.20— 10.40— Tablet  Designing. 


10.40— 11.00— Singing  and  Re- 
production Sto- 
ries. 

11.00— 11.30— Closing  Exercises. 


FRIDAY. 


9.00 —  9.30 — Opening  Exercises 
9.30 —  9.50 — Map-weaving. 
9.50— 10.00— Physical  Culture. 
10.00 — 10.20 — Recess. 


10.20 — 10.40 — Memory  Gems. 

10.40— 11.00— Games. 

11.00— 11.30— Closing  Exercises. 


70 


At  the  meeting  of  the  General  Council  in  Milwau- 
kee, in  October,  1905,  it  was  reported  that  the  Mil- 
waukee Deaconess  House  had  taken  formal  action 
expressing  its  readiness  to  enter  upon  this  work  of 
training  Christian  Kindergartners. 

The  Lutheran  Church  in  America  has  an  open 
door  before  it.  The  public  schools  in  many  places 
will  not  receive  children  under  six  years  of  age;  and 
in  many  other  places,  by  reason  of  insufficiency  of 
school  accommodations,  are  very  glad  if  children  are 
educated  privately  up  to  the  age  of  seven  years.  This 
affords  the  Church  her  great  opportunity  for  laying 
the  foundations  of  a  sound  Christian  and  evangeli- 
cal education  in  the  hearts  of  the  little  ones.  But 
it  will  not  always  be  so.  If  the  Church  does  not  now 
pre-occupy  this  field  of  early  education,  the  State 
will  more  and  more  be  led  to  the  introduction  of  the 
public  secular  kindergarten;  and  the  children  will 
be  brought  up,  in  their  most  susceptible  years,  on 
fancies  and  fables,  rather  than  rooted  in  the  redeeem- 
ing  love  of  the  Lord  Jesus. 

The  General  Council  has  asked  every  one  of  its 
Synods  to  request  each  congregation  to  institute  a 
Christian  Kindergarten.  If  pastors  will  acquaint 
themselves  with  the  work,  and  interest  suitable  young 
women.  Synods  can  readily  find  ways  of  securing 
training  schools  preferably  in  connection  with  the 
deaconess  institutions. 

71 


"Through  this  work  a  perfect  stream  of  blessing 
will  be  carried  into  our  Lutheran  congregations.  I 
cannot  conceive  of  a  more  appropriate  and!  profitable 
kind  of  parish  work  than  that  which  is  connected 
with  Kindergarten  work,  after  the  manner  in  which 
I  have  often  seen  it  in  Germany.  Two  Sisters  are 
quartered  in  suitable  rooms,  the  one  looking  after 
the  poor  and  sick  of  the  congregation,  the  other  tak- 
ing charge  of  the  little  ones  in  the  Kindergarten,  if 
possible  in  the  same  house.  Their  evenings  are 
given  to  the  young  women's  society,  the  sewing  school 
and  other  fields  of  congregational  work.  Here  also 
it  will  be  found  that  the  work  of  the  Sister  in  the 
Kindergarten  is  much  more  readily  recognized  as  a 
blessing  for  the  congregation,  than  even  the  work 
among  the  poor  and  the  sick.  Thus  the  whole  work 
of  the  Diaconate  is  supported  and  strengthened  by 
this  little  branch,  and  parish  work,  'the  crown  and 
flower  of  the  Diaconate,'  is  enriched  and  fructified 
by  it."  (C.  Goedel.) 

May  the  Lord  speed  this  great  work  among  us ! 

Periodicals  and  Recent  Literature:  Kaiserswerth, 
Armen  u.  Kinderfreund.  Die  Fliegenden  Blatter 
aus  dem  Rauhen  Haus.  Oberlinblatt.  Die  Christ- 
liche  Kleinkinderpflege,  Monatsschrift  fiir  Innere 
Mission  von  Th.  Schafer.  Niitzliche  Beschaftig- 
72 


ungen  fur  die  Kleinen.  Mainz.  1896.  PappenJieim 
und  Heerwart  in  Rein's  encyklopadischem  Handbuch 
der  Padagokik,  Vol.  IV,  1897.  To  these  should  be 
added  the  standard  but  older,  Schafer,  Gesch.  der 
weiblichen  Diakonie,  Hamburg,  1879. 


78 


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